Publicación: A Personal Leadership Statement
dc.contributor.advisor | Aguas Castillo, Pedro Pablo | spa |
dc.contributor.author | Zakzuk Negrete, Camila Andrea | |
dc.contributor.author | Lopez Rhenals, Luis Daniel | |
dc.contributor.educationalvalidator | Aguas, Pedro | |
dc.date.accessioned | 2022-03-27T02:09:16Z | |
dc.date.available | 2022-03-27T02:09:16Z | |
dc.date.issued | 2022-03-20 | |
dc.description.abstract | Over the years, school communities have tried to recognize how influential, beneficial, and effective learning development takes place in schools as educators increasingly promote leadership skills. This leadership statement outlines the importance of leadership in education, its elements, characteristics, and strategies as teacher leaders to promote leadership in our future field workplaces. Thus, in this paper, we will detail some of our understanding of the different concepts of leadership, their focus on education, our assumptions, the qualities of empowerment, and our plan to motivate students to be leaders in our future practices. Our idea is to achieve the development of leadership-based strategies for future educators who are able to promote, execute, and lead new projects as a group. A lo largo de los años, las comunidades escolares han tratado de reconocer cuán influyente, beneficioso y efectivo es el desarrollo del aprendizaje en las escuelas a medida que los educadores promueven cada vez más las habilidades de liderazgo. Esta declaración de liderazgo describe la importancia del liderazgo en la educación, sus elementos, características y estrategias como maestros líderes para promover el liderazgo en nuestros futuros lugares de trabajo de campo. Por lo tanto, en este documento detallaremos parte de nuestra comprensión de los diferentes conceptos de liderazgo, su enfoque en la educación, nuestras suposiciones, las cualidades del empoderamiento y nuestro plan para motivar a los estudiantes a ser líderes en nuestras prácticas futuras. Nuestra idea es lograr el desarrollo de estrategias basadas en el liderazgo para futuros educadores que sean capaces de impulsar, ejecutar y liderar nuevos proyectos como grupo. | spa |
dc.description.degreelevel | Pregrado | spa |
dc.description.degreename | Licenciado(a) en Educación Básica con Énfasis en Humanidades-Inglés | spa |
dc.description.modality | Monografías | spa |
dc.description.tableofcontents | OUR LEADERSHIP PROFILE | spa |
dc.description.tableofcontents | ABSTRACT | spa |
dc.description.tableofcontents | INTRODUCTION...........................................................1 | spa |
dc.description.tableofcontents | OUR ASSUMPTIONS...........................................................3 | spa |
dc.description.tableofcontents | LEADERSHIP EMPOWERMENT AND IMPLICATIONS FOR THE FUTURE ...........................................................6 | spa |
dc.description.tableofcontents | CONCLUSION ...........................................................8 | spa |
dc.description.tableofcontents | REFERENCES...........................................................9 | spa |
dc.format.mimetype | application/pdf | spa |
dc.identifier.uri | https://repositorio.unicordoba.edu.co/handle/ucordoba/5052 | |
dc.language.iso | eng | spa |
dc.publisher.faculty | Facultad de Ciencias Básicas | spa |
dc.publisher.place | Montería, Córdoba, Colombia | spa |
dc.publisher.program | Licenciatura en Educación Básica con Énfasis en Humanidades-Inglés | spa |
dc.rights | Copyright Universidad de Córdoba, 2022 | spa |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | spa |
dc.rights.creativecommons | Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0) | spa |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | spa |
dc.subject.keywords | Leadership | spa |
dc.subject.keywords | Empowerment | spa |
dc.subject.keywords | Educational leadership. | spa |
dc.subject.proposal | Liderazgo | spa |
dc.subject.proposal | Empoderamiento | spa |
dc.subject.proposal | Liderazgo educativo | spa |
dc.title | A Personal Leadership Statement | spa |
dc.type | Trabajo de grado - Pregrado | spa |
dc.type.coar | http://purl.org/coar/resource_type/c_7a1f | spa |
dc.type.content | Text | spa |
dc.type.driver | info:eu-repo/semantics/bachelorThesis | spa |
dc.type.version | info:eu-repo/semantics/submittedVersion | spa |
dcterms.references | Angelle, P. S., & DeHart, C. A. (2011). Teacher perceptions of teacher leadership: Examining differences by experience, degree, and position. NASSP Bulletin, 95(2), 141-160. | spa |
dcterms.references | Ayoví-Caicedo, J. (2019). Teamwork: Key to the success of organizations,4(10), 58-76 https://doi.org/10.23857/fipcaec.v4i10.39 | spa |
dcterms.references | Balyer, A. Ozcan, K. Yildiz, A. (2017) Teacher Empowerment: School Administrators’ Roles. Eurasian Journal of Educational Research.17, 1-18 http://dx.doi.org/10.14689/ejer.2017.70.1 | spa |
dcterms.references | Bolívar, A. (2010) Educational leadership and its role in improvement: A current review of its possibilities and limitations, 9(2),58-11 http://10.5027/psicoperspectivas-Vol9-Issue2-fulltext-112 | spa |
dcterms.references | Bolin, F. S., & Byham, W.C., Cox, J. (1989). Teaching and teacher education, empowering leadership. Teachers College Record, 19(1), 81-96. https://doi.org/10.1177/016146818909100104 | spa |
dcterms.references | Codina Jiménez, A. (2010). Ten managerial skills. Which. For what. How? Knowledge, Science, and Freedom, 5 (1), 15-36. https://doi.org/10.18041/2382-3240/saber.2010v5n1.1744 | spa |
dcterms.references | Dee, Henkin, & Duemer, (2002). Teacher Empowerment: School administrators’ roles. Journal of Educational Research (EJER). 17(70), 1-18. https://doi.org/10.14689/ejer.2017.70.1 | spa |
dcterms.references | Gómez Barreto, I; Lledó Carreres, A; Perandones González, T; Herrera Torres, L (2014). El empoderamiento como estrategia de éxito en la formación inicial del profesorado. Revista Internacional de Psicología del Desarrollo y de la Educación, 7 (1), 151-160. https://www.redalyc.org/articulo.oa?id=349851791016 | spa |
dcterms.references | Heller, M. (1990). Sobre convertirse en líder: POR WARREN BENNIS. Reading, Mass.: Addison-Wesley, 1989. NASSP Bulletin , 74 (526), 113–114. https://doi.org/10.1177/019263659007452624 | spa |
dcterms.references | Hunzicker, J. (2017). From teacher-to-teacher leader: A conceptual model. International Journal of Teacher Leadership, 8(2), 1-27. | spa |
dcterms.references | Luqman, R. A., Farhan, H. M., Shahzad, F., & Shaheen, S. (2012). 21st-century challenges of educational leaders, way out and need of reflective practice. International Journal of Learning and Development, 2(1), 195-208 https://doi.org/10.5296/ijld.v2i1.1238 | spa |
dcterms.references | Pont, B., D. Nusche, & Moorman, H. (2008). Improving school leadership. OCDE. http://www.oecd.org/edu/schoolleadership | spa |
dcterms.references | Ridgeway, C. (2003). Características de estatus y liderazgo. En D. van Knippenberg, & MA Hogg (Eds.), Liderazgo y poder: Procesos de identidad en grupos y organizaciones (pp. 65-78). Publicaciones SAGE. https://doi.org/10.4135/9781446216170.n6 | spa |
dcterms.references | Stogdill, R. M. (1950). Leadership, membership, and organization. Psychological Bulletin, 47(1), 1-14. https://doi.org/10.1037/h0053857 | spa |
dcterms.references | Shillingstad, Saundra; McGlamery, Sheryl; Davis, Barbara; and Gilles, Carol, (2014). Navigating the roles of leadership: Mentors perspectives on teacher leadership. Teacher Education Faculty Proceedings & Presentations. 26(2)15-18. https://digitalcommons.unomaha.edu/tedfacproc/26 | spa |
dcterms.references | Sharma, Payal & Kirkman, Bradley. (2015). Leveraging Leaders: A literature review and future lines of inquiry for empowering leadership research. Group & Organization Management. 40(2) 193–237. http://10.1177/1059601115574906 | spa |
dspace.entity.type | Publication | |
oaire.accessrights | http://purl.org/coar/access_right/c_abf2 | spa |
oaire.version | http://purl.org/coar/version/c_ab4af688f83e57aa | spa |
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