Teacher Leadership in International Contexts

Foreword.- Part I   Exploring Teacher Leadership.- Who is Interested in Teacher Leadership and Why?.- International Study of Teacher Leadership: A Rationale and Theoretical Framework.- Exploring Cross-Cultural Understandings of Teacher Leadership: A Phenomenographic Study.- Part II Contextualizing Teacher Leadership.- Linking Teacher Leadership to Instruction and Student Learning: A Systematic Review.- The Role of Teamwork in the Development of Teacher Leadership: A Cross-Cultural Analysis from Colombia, Mexico, and Spain.- Systems of Support for Teachers' Collaboration and Leadership: EFL Teachers' Experience in Morocco.- Tensions for Teacher Leaders: Insights from Document Analysis in Alberta, Canada.- Teacher Leadership in South Africa: The Power of Influence in Restoring Social Justice.- Teacher Leaders: A Challenge for Initial Teacher Education in Spain.- Teacher Leadership and School Improvement in Argentina: Why Is It Difficult... Why Is It Urgent?.- Teacher Leadership in the Moroccan Context: Perceptions and Practices.- Moving Teacher Leaders to the Front Line of School Improvement: Lessons Learned by One Australian Research and Development Team.- Part III Reflecting on Teacher Leadership.- Lessons Learned from Voices across the Globe.- Teacher Leaders: Cautions and Questions.

Dr. Charles F. Webber is Professor in the Department of Education at Mount Royal University in Calgary, Canada. He is a teacher and researcher who served for the first half of his career as a classroom teacher and school principal in Alberta and Saskatchewan, Canada. Following a move to higher education, he has held appointments as a professor and dean in Alberta and British Columbia, Canada. He also currently holds an honorary appointment as Buitengewone Professor at North West University in Potchefstroom, South Africa. His teaching and research interests focus on teacher leadership, the principalship, student assessment, and higher education administration and leadership.