10 SES 05 A, Professional Knowledge & Teacher Identity: Leadership
This abstract presents selected, preliminary findings from a phenomenologically inspired practice-based PhD project in educational research that is not yet completed. The empirical material has been collected over a period of 1.5 years, spread out over three methodically different phases in a school in a suburb of Copenhagen. The focus of the research is on the significance of the body in leadership of inclusive learning environments in the Danish elementary school.
The main research question of the dissertation is: How can an increased focus on the language of the body contribute to the development of the teachers’ leadership skills and thus support their work with differentiated teaching in inclusive learning environments?
The practical, empirical part of the project is divided into three phases with different subordinated secondary research questions. In the first phase the study is very open and explorative and attempts to describe if/when/how the body comes into play in the leadership practice of the teachers. The second phase takes its point of departure in the empirical material from the first phase and is deeply rooted in collaborative, co-creating research processes where the researcher together with the participating teachers examines their own practice. Here it is explored how a focus on the significance of the body in leadership can contribute to a greater personal awareness of one’s own leadership practice. The practice-based research initially explores the individual teacher’s unique lived experiences. The ambition is not to describe a ’best practice’ example to be followed, but to have narratives that can shed light on practice as it is experienced and to gain more experience with methods that can open up an often languageless world for reflection and knowledge sharing for both practitioners and researchers. In the third and final phase the primary research question is opened up slightly to better involve the voices of the students. Here there is a focus on the students’ experiences of the daily life with the teachers in school as they can be expressed both with and without words.
To explore these questions, Maurice Merleau-Ponty’s embodiement phenomenology and his perspective on the body and our being-in-the-world is applied.(Merleau-Ponty, 1994). In addition to this perspective, Helle Winther’s work on embodied professionality acts as a theoretical as well as analytical foundation (Winther, 2012). Winther understands the body, the personality, and the professionality as inseparable elements of the teacher’s embodied leadership competence and further, she differentiates analytically between three interrelated dimensions: Self-contact and somatic awareness, Communication reading and contact ability, and Leadership in groups or situations (Winther, 2013). Ole Fogh Kirkeby’s event philosophy (Kirkeby, 2009, 2013) gives the project a philosophical and value-based theoretical leadership perspective.
References Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research? Action research, 1(1), 9–28. Cahnmann-Taylor, M., & Siegesmund, R. (Red.). (2008). Arts-based research in education: foundations for practice. New York: Routledge. Hedegaard-Sørensen, L., & Grumløse, S. P. (2016). Lærerfaglighed, inklusion og differentiering: pædagogiske lektionsstudier i praksis. Frederiksberg: Samfundslitteratur. Husted, M., & Tofteng, D. (2012). Aktionsforskning. I Samfundsvidenskabernes videnskabsteori: en indføring (1. udg., Bd. 2012). København. Kirkeby, O. F. (2009). The new protreptic: the concept and the art (1st ed). [Copenhagen, Denmark] : Portland, OR: Copenhagen Bussiness School Press ; Distribution, International Specialized Book Services. Kirkeby, O. F. (2013). Eventologien: begivenhedsfilosofiens indhold og konsekvenser. Frederiksberg: Samfundslitteratur. Merleau-Ponty, M. (1994). Kroppens fænomenologi. Frederiksberg: Det Lille Forlag. Prosser, J. (u.å.). Visual Methodology: Toward a more Seeing Research. I The SAGE Handbook of Qualitative Research (Bd. 2011, s. 17). Sage Publications. Reason, P., & Bradbury, H. (2008). The SAGE handbook of action research : participative inquiry and practice (2. udg.). Los Angeles, Calif.: SAGE. Hentet fra http://site.ebrary.com/lib/metropol/Doc?id=10629384 Sparkes, A. (2002). Telling tales in sport and physical activity: a qualitative journey. Champaign, IL: Human Kinetics. Sparkes, A. C. (Red.). (2014). Qualitative research methods in sport, exercise and health: from process to product. London ; New York: Routledge. Stelter, R. (2013). A guide to third generation coaching: narrative-collaborative theory and practice. Dordrecht: Springer. Hentet fra http://public.eblib.com/choice/publicfullrecord.aspx?p=1399093 Stelter, R. (2016). Kunsten at dvæle i dialogen: Kvalificering af professionelle hverdagsdialoger gennem tredje generations coaching. København: Dansk Psykologisk Forlag. Tracy, S., & Allen, J. (2013). Collage-making for interdisciplinary research skills training in Northern Ireland. I Lifelong learning, the arts and community cultural engagement in the contemporary university International perspectives (s. 208). Manchester University Press. Van Manen, M. (1990). Researching lived experience: human science for an action sensitive pedagogy. Albany, N.Y.: State University of New York Press. Van Manen, M. (2014). Phenomenology of practice: meaning-giving methods in phenomenological research and writing. Walnut Creek, California: Left Coast Press. Winther, H. (2012). Kroppens sprog i professionel praksis: om kontakt, nærvær, lederskab og personlig kommunikation. Værløse: Billesø & Baltzer. Winther, H. (u.å.-a). Praktikerforskning. I Metoder i idrætsforskning (Bd. 2013, s. 17). København: Munksgaard. Winther, H. (u.å.-b). Professionals Are Their Bodies: The Language of the Body as Sounding Board in Leadership and Professional Communication. I THE Embodiment of Leadership (Bd. 2013, s. 21). San Francisco: International Leadership association.
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