Att närvara där det händer – det pedagogiska ledarskapets betydelse för att leda lärares återkopplingsarbete

This article discusses instructional leadership and its implications for professional development of formative assessment conducted by teachers. Theories of instructional leadership claim that distributed leadership is seen as a strategy for principals to manage a complex mission. Therefore, distributed leadership has been studied in six upper secondary schools. Two methods have been used: a survey and semi-structured interviews. The results show that principals and assistant principals distribute the professional development of teachers to other teachers with leadership assignments. However, research on distributed leadership indicates that principals need to be present in contexts where the professional development of teachers take place.