Abstract
High quality leadership at all stages of the system is identified as one of seven key drivers of school improvement in Scotland within the context of creating equitable, inclusive school systems. This chapter traces the influences on the development of a headship preparation programme in Scotland - Into Headship (the middle stage of the Specialist Qualification for Headship); the learning theories which underpin it (relating this to Philpott 2014) and the process by which aspiring headteachers take on the identity of headship, drawing from empirical data. This takes place within the context of the Scottish Attainment Challenge, calling for contextually sensitive innovation in practice and research-informed learning and practice.
Original language | English |
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Title of host publication | Research-Informed Teacher Learning |
Subtitle of host publication | Critical Perspectives on Theory and Practice |
Editors | Lori Beckett |
Place of Publication | London |
Chapter | 3 |
Pages | 1-29 |
Number of pages | 29 |
Publication status | Published - 28 Feb 2020 |
Keywords
- headship education
- educational leadership
- teacher professional learning
- student experience
- pedagogy