A Global Context for Instructional Leadership: Implications for Teaching and Teacher Preparation

Abstract

Various school systems across the world are facing a plethora of global changes and realities that dictate rethinking instructional practices and professional training of teachers. Pressures on schools to promote conceptual knowledge and relevant skills for all students to be successful in the technologically advanced world in order to succeed in the competitive world continue to mount. Similarly teachers are constantly facing the challenges dictated by the universal culture that exerts a huge power on learning and teaching as manifested in today’s classrooms. Thus there is a need for paradigm shift which underscores the need to prepare globally competent students and teachers in the technologically advanced world. This paper focuses on the vital role of teachers as instructional leaders who undertake their tasks and responsibilities within the local and global contexts of schools. It delineates a workable model for teaching and teacher preparation in global environments by establishing a set of goals for both students and teachers as a blueprint for skillful interaction in the complex world. Drawing on pertinent research and literature in the field, the discussion introduces an instructional leadership model conducive to producing promising educational outcomes. Finally, implications for curriculum planning, pedagogical practices, and teacher education are drawn while suggesting specific guidelines and ingredients for educational success.