NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1188585
Record Type: Journal
Publication Date: 2018
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0031-3831
Teacher Leadership in Practice: Mapping the Negotiation of the Position of the Special Educational Needs Coordinator in Schools
Struyve, Charlotte; Hannes, Karin; Meredith, ChloƩ; Vandecandelaere, Machteld; Gielen, Sarah; De Fraine, Bieke
Scandinavian Journal of Educational Research, v62 n5 p701-718 2018
Special needs care has taken on a substantial evolution within education. Special educational needs coordinators (SENCOs) are no longer considered to provide individual guidance to students but to support and professionalize regular teachers in fulfilling special needs care in their classroom. In doing so, they act as teacher leaders. Many concerns are raised about how teacher leadership may interfere with the existing working relationships in schools. In this study, we use Positioning Theory as a theoretical approach to obtain an in-depth understanding of how the position of the SENCO and the responsibilities attached to this position are negotiated within the school. The findings illustrate that SENCOs received the legitimacy to act as teacher leaders when their expertise was recognized, when teachers perceived their task as first-line helpers, and when school principals were willing to release power.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium