Journal article
Leading from the start: preservice teachers' conceptions of teacher leadership
Teaching education (Columbia, S.C.), Vol.32(4), pp.371-387
10/02/2021
DOI: 10.1080/10476210.2020.1772226
Abstract
This qualitative action research project examined preservice teachers' conceptions of teacher leadership. Through an analysis of preservice teachers' writings in a graduate-level teacher leadership course, students' beliefs about the power of teacher leaders emerged. Findings revealed that novice teachers most often identified the scope of leadership as focused in classrooms and schools, while identifying curriculum and instructional decision-making and peer collaboration as the key actions taken by teacher leaders. Barriers to teacher leadership were most often described as administrators and policymakers. Regardless of the scope of influence or actions taken by teacher leaders, the primary purpose of teacher leadership overwhelming reflected a desire to address socioeconomic inequalities through educational change.
Details
- Title: Subtitle
- Leading from the start: preservice teachers' conceptions of teacher leadership
- Creators
- Maia Sheppard - George Washington UniversityMary Ellen Wolfinger - George Washington UniversityRachel Talbert - George Washington University
- Resource Type
- Journal article
- Publication Details
- Teaching education (Columbia, S.C.), Vol.32(4), pp.371-387
- Publisher
- Routledge
- DOI
- 10.1080/10476210.2020.1772226
- ISSN
- 1047-6210
- eISSN
- 1470-1286
- Language
- English
- Date published
- 10/02/2021
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371111002771
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