Please use this identifier to cite or link to this item:
Title: Dialogic peer coaching as teacher leadership for professional inquiry
Contributor(s): Charteris, Jennifer  (author)orcid ; Smardon, Dianne (author)
Publication Date: 2014
DOI: 10.1108/IJMCE-03-2013-0022
Handle Link:
Field of Research (FoR) 2008: 130304 Educational Administration, Management and Leadership
130313 Teacher Education and Professional Development of Educators
Field of Research (FoR) 2020: 390403 Educational administration, management and leadership
390305 Professional education and training
390307 Teacher education and professional development of educators
Socio-Economic Objective (SEO) 2008: 930202 Teacher and Instructor Development
930401 Management and Leadership of Schools/Institutions
Socio-Economic Objective (SEO) 2020: 160303 Teacher and instructor development
160204 Management, resources and leadership
Abstract: Purpose - Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role associated with the designated title of leader to the purpose and relevance of teacher leadership in the context of dialogic peer coaching. Design/methodology/approach - The research was undertaken as a small qualitative case study embedded in a school-based, teacher professional development project. Nine groups of peer coaches from five unrelated schools engaged in a formal process of collaborative inquiry over two years. Interview data from 13 volunteer teacher participants were analysed using the constant comparison method and themes determined. Findings - The study revealed that there was growth in teacher leadership capabilities as they become dialogic peer coaches to each other. Practical implications - Through their collaborative peer coaching dialogue teachers have the transformative space to articulate their thinking. They can engage in dialogic feedback where they are positioned as experts in their own practice. Social implications - The teachers in this study are positioned within communities of practice as co-constructers of knowledge and co-learners. On the basis of the findings the authors suggest that this can support the development of high capacity leadership in schools. This stance contrasts with a technicist approach to teacher professional learning in which teachers are situated as absorbers or recipients of knowledge constructed elsewhere. Originality/value - The research reported in this paper addresses three key elements of leadership: individual development; collaboration or team development; and organisational development. It outlines a means by which teacher leadership can be strengthened to address these elements in schools.
Publication Type: Journal Article
Source of Publication: International Journal of Mentoring and Coaching in Education, 3(2), p. 108-124
Publisher: Emerald Group Publishing Ltd
Place of Publication: United Kingdom
ISSN: 2046-6854
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Statistics to Oct 2018: Visitors: 268
Views: 336
Downloads: 0
Appears in Collections:Journal Article
School of Education

Files in This Item:
2 files
File Description SizeFormat 
Show full item record


checked on Nov 29, 2021

Page view(s)

checked on Dec 7, 2021
Google Media

Google ScholarTM





Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.