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Leadership Preparation and Development Policies in England, Sweden and Russia: Exploring Policy and Practice

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Teacher Education as an Ongoing Professional Trajectory

Abstract

This chapter explores Teacher Education as an ongoing professional trajectory, exploring the implications for both the policy and practice teacher professional identity, and how this has developed its later stages in career trajectory, in three different nation-states of the UK, Sweden and Russia. Here we choose to focus on the different national interpretations of leadership preparation and development, and the links between this and the support of Principals in schools. In the UK over the last decade, the development offered to senior staff has been led by an increasingly marketised approach, which has steadily moved further away from academic expertise and Higher Education qualifications. In contrast, the system in Sweden has thoroughly maintained its links in leadership preparation inside universities, building a rapport between senior staff in schools and their counterparts in university education departments. While in the Russian system these HEI links are also maintained, yet the national framework under which they operate is only now in its embryonic stages.

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Authors and Affiliations

  1. Oxford Brookes University, Oxford, UK

    Mark T. Gibson

  2. University of Liverpool, Liverpool, UK

    Deborah Outhwaite

  3. Mid Sweden University, Sundsvall, Sweden

    Susanne Sahlin

  4. HSE University, Moscow, Russia

    Natalia Isaeva & Marina Tsatrian

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  1. Mark T. Gibson
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  2. Deborah Outhwaite
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  3. Susanne Sahlin
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  4. Natalia Isaeva
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  5. Marina Tsatrian
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Correspondence to Mark T. Gibson .

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Editors and Affiliations

  1. Department of Education, University of Bath, Bath, UK

    Denise Mifsud

  2. Division of Education, University of the West of Scotland, Scotland, UK

    Stephen P. Day

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Gibson, M.T., Outhwaite, D., Sahlin, S., Isaeva, N., Tsatrian, M. (2023). Leadership Preparation and Development Policies in England, Sweden and Russia: Exploring Policy and Practice. In: Mifsud, D., Day, S.P. (eds) Teacher Education as an Ongoing Professional Trajectory. Teacher Education, Learning Innovation and Accountability. Springer, Cham. https://doi.org/10.1007/978-3-031-28620-9_8

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  • DOI: https://doi.org/10.1007/978-3-031-28620-9_8

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