ABSTRACT

This study analysed elementary mathematics specialists’ stories of work to examine how these disciplinary-specific teacher leaders engage in their practice. This paper examines the ways in which elementary mathematics specialists conceptualise their leadership roles and the impact of their work on other school stakeholders. Using narrative inquiry, we conducted semi-structured interviews in order to capture participant stories that described specific tasks, actions, context, intent and reflections. Findings suggest that the ways participants articulated their agenda, enacted their agency and positioned themselves and others provide a lens for viewing the range of ways they approached their work as elementary mathematics specialists and ultimately resulting in the categorisation of participants into two profiles based on similarities and differences in these themes. While all participants described challenges and successes, their stories differed in how they engaged in leadership practice and how they engaged others in leadership. We argue that, while having deep knowledge of mathematics content and pedagogy is crucial to elementary mathematics specialist work, to maximise the impact of these disciplinary teacher leaders, the exploration of teacher leadership knowledge, practices, and tools must be a crucial aspect of elementary mathematics specialist preparation and professional development.

摘要

本研究分析了小学数学专家的工作故事，以检验这些特定学科的教师领导者如何参与他们的实践。本文探讨了初等数学专家将其领导角色概念化的方式，以及他们的工作对其他学校利益相关者的影响。使用叙述性调查，我们进行了半结构化访谈，以获取描述特定任务、行动、背景、意图和反思的参与者故事。调查结果表明，参与者阐明议程的方式，制定了他们的代理机构并为自己和其他人定位提供了一个镜头，可以查看他们作为初等数学专家处理工作的方式范围，并最终根据这些主题的异同将参与者分为两个概况。虽然所有参与者都描述了挑战和成功，但他们的故事在他们如何参与领导力实践以及如何让他人参与领导力方面有所不同。我们认为，虽然深入了解数学内容和教学法对小学数学专业工作至关重要，但为了最大限度地发挥这些学科教师领导的影响，教师领导知识、实践和工具的探索必须成为小学数学的一个重要方面专家准备和专业发展。虽然所有参与者都描述了挑战和成功，但他们的故事在他们如何参与领导力实践以及如何让他人参与领导力方面有所不同。我们认为，虽然深入了解数学内容和教学法对小学数学专业工作至关重要，但为了最大限度地发挥这些学科教师领导的影响，教师领导知识、实践和工具的探索必须成为小学数学的一个重要方面专家准备和专业发展。虽然所有参与者都描述了挑战和成功，但他们的故事在他们如何参与领导力实践以及如何让他人参与领导力方面有所不同。我们认为，虽然深入了解数学内容和教学法对小学数学专业工作至关重要，但为了最大限度地发挥这些学科教师领导的影响，教师领导知识、实践和工具的探索必须成为小学数学的一个重要方面专家准备和专业发展。