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Article: Habermas and teacher leadership through reflection
Title | Habermas and teacher leadership through reflection |
---|---|
Authors | |
Keywords | Teacher leadership Habermas Reflection Educational change |
Issue Date | 2008 |
Citation | New Educational Review, 2008, v. 15, n. 2, p. 114-125 How to Cite? |
Abstract | This paper discusses how teachers should be encouraged to lead in educational change through reflection based on Habermas's theory of communicative action and discourse ethics. Habermas's theory has much potential to help teachers to be leaders by contributing to the success of educational change and reform projects through reflection. By identifying the nature, scope, object and tradition of reflection and reflective practice, this paper explains the conception of reflection for teachers. It argues that teachers can be leaders in educational change through teacher reflection which promotes democratic interactions and communications among stakeholders of education. |
Persistent Identifier | http://hdl.handle.net/10722/307488 |
ISSN | 2012 Impact Factor: 0.149 2023 SCImago Journal Rankings: 0.180 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Salleh, Hairon | - |
dc.contributor.author | Tan, Charlene | - |
dc.date.accessioned | 2021-11-03T06:22:42Z | - |
dc.date.available | 2021-11-03T06:22:42Z | - |
dc.date.issued | 2008 | - |
dc.identifier.citation | New Educational Review, 2008, v. 15, n. 2, p. 114-125 | - |
dc.identifier.issn | 1732-6729 | - |
dc.identifier.uri | http://hdl.handle.net/10722/307488 | - |
dc.description.abstract | This paper discusses how teachers should be encouraged to lead in educational change through reflection based on Habermas's theory of communicative action and discourse ethics. Habermas's theory has much potential to help teachers to be leaders by contributing to the success of educational change and reform projects through reflection. By identifying the nature, scope, object and tradition of reflection and reflective practice, this paper explains the conception of reflection for teachers. It argues that teachers can be leaders in educational change through teacher reflection which promotes democratic interactions and communications among stakeholders of education. | - |
dc.language | eng | - |
dc.relation.ispartof | New Educational Review | - |
dc.subject | Teacher leadership | - |
dc.subject | Habermas | - |
dc.subject | Reflection | - |
dc.subject | Educational change | - |
dc.title | Habermas and teacher leadership through reflection | - |
dc.type | Article | - |
dc.description.nature | link_to_OA_fulltext | - |
dc.identifier.scopus | eid_2-s2.0-57749183430 | - |
dc.identifier.volume | 15 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 114 | - |
dc.identifier.epage | 125 | - |
dc.identifier.isi | WOS:000258492800010 | - |