About this ebook
This book focuses on reflective writing, guiding teachers to recognize their potential as professional leaders. The shift to online and blended learning models now favored in education encourages a broader understanding of leadership, particularly its growing relevance to teachers. These models, combined with reflective writing, foster flexible, inclusive teacher learning that responds to each teacher’s strengths, can be used individually and collaboratively to develop teachers as leaders inside and outside the classroom who are critically involved in creating their own professional learning environments. The authors examine leadership in a global range of teaching contexts, each chapter raising diverse issues for teachers aspiring to be leaders in this post-COVID world.
All royalties from this book are donated to the Instituto dos Cegos da Paraiba Adalgisa Cunha (ICPAC), a school in João Pessoa, Paraíba, Brazil, that serves the low vision and blind community in the area. For years, the Institute has collaborated as a supervised internship site for various teacher education university programs, providing inspiring field work experiences such as those described in Chapter 4 by Carla Reichmann. Brill is proud to support this important cause and match the donation to the Instituto dos Cegos da Paraiba Adalgisa Cunha (ICPAC).
All royalties from this book are donated to the Instituto dos Cegos da Paraiba Adalgisa Cunha (ICPAC), a school in João Pessoa, Paraíba, Brazil, that serves the low vision and blind community in the area. For years, the Institute has collaborated as a supervised internship site for various teacher education university programs, providing inspiring field work experiences such as those described in Chapter 4 by Carla Reichmann. Brill is proud to support this important cause and match the donation to the Instituto dos Cegos da Paraiba Adalgisa Cunha (ICPAC).
This book focuses on reflective writing, guiding teachers to recognize their potential as professional leaders. The shift to online and blended learning models now favored in education encourages a broader understanding of leadership, particularly its growing relevance to teachers. These models, ...
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About the author
Phil Quirke, Ph.D. (2006), Aston University, is Executive Dean of Education, Higher Colleges of Technology, UAE. He has been in Higher Education leadership positions for over twenty years and published widely on teacher education, reflective writing, and educational management and leadership.
Joy Kreeft Peyton, Ph.D. (1984), Georgetown University, Washington, DC, is a Senior Fellow, Center for Applied Linguistics, Washington, DC. Her work includes facilitating and studying the power of writing to give students and teachers opportunities to express themselves in environments that allow reflection and documentation of learning.
Jill Burton, Ph.D. (2009), University of South Australia, is an adjunct associate research professor of applied linguistics in the School of Education, University of South Australia. She is a researcher, editor, and reviewer who writes and publishes on language teacher development, research methods, and reflective writing.
Carla Reichmann, Ph.D. (2001), Universidade Federal de Santa Catarina, is full professor in the Foreign Modern Languages Department and Linguistics graduate program, Universidade Federal da Paraíba, Brazil. A CNPq research fellow, her work addresses language teacher development, literacy practices, and supervised internship issues.
Latricia Trites, Ph.D. (2000), Northern Arizona University, is full professor of Teaching English to Speakers of Other Languages (TESOL) and English at Murray State University, Murray, KY, serving as Director of the TESOL program. Her research includes reflective teaching, assessment, reading comprehension, and online teaching.
Joy Kreeft Peyton, Ph.D. (1984), Georgetown University, Washington, DC, is a Senior Fellow, Center for Applied Linguistics, Washington, DC. Her work includes facilitating and studying the power of writing to give students and teachers opportunities to express themselves in environments that allow reflection and documentation of learning.
Jill Burton, Ph.D. (2009), University of South Australia, is an adjunct associate research professor of applied linguistics in the School of Education, University of South Australia. She is a researcher, editor, and reviewer who writes and publishes on language teacher development, research methods, and reflective writing.
Carla Reichmann, Ph.D. (2001), Universidade Federal de Santa Catarina, is full professor in the Foreign Modern Languages Department and Linguistics graduate program, Universidade Federal da Paraíba, Brazil. A CNPq research fellow, her work addresses language teacher development, literacy practices, and supervised internship issues.
Latricia Trites, Ph.D. (2000), Northern Arizona University, is full professor of Teaching English to Speakers of Other Languages (TESOL) and English at Murray State University, Murray, KY, serving as Director of the TESOL program. Her research includes reflective teaching, assessment, reading comprehension, and online teaching.
Phil Quirke, Ph.D. (2006), Aston University, is Executive Dean of Education, Higher Colleges of Technology, UAE. He has been in Higher Education leadership positions for over twenty years and published widely on teacher education, reflective writing, and educational management and leadership.
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