Beliefs – Perspective from John Loughran
One reason why “pedagogical leadership” is a somewhat contested expression is that the term “pedagogy” itself is sometimes misunderstood. In some countries (e.g., the US, the UK, Australia, and New Zealand), “pedagogy” is often used as a synonym for teaching, whereas the European understanding of the term involves the relationship between teaching and learning in the development of a learner’s knowledge and skills. When used in this sense, the term also has obvious implications for the interactions – the relationship – between the teacher and the learner.
Hence the use of the term “pedagogical leadership” in this case is important because it draws attention to the centrality of the ISTE–teacher relationship in improving teaching practices. Jo illustrates how an inquiry into pedagogical leadership needs to look beyond teaching strategies to the relationships between teacher and learner and between teaching and learning. She recognises two key aspects that are closely linked to these relationships: the need for teachers to see benefits for their students and the importance for them of seeing teaching and learning practices modelled. In recognising and responding to these needs, Jo demonstrates pedagogical leadership and opens up the relationship between teaching and learning for scrutiny in her practice and in the practice of her colleagues.
