"I'm Not a Bystander": Developing Teacher Leadership in a Rural School-University Collaboration

Autor/in	Eargle, Jeffrey C.
Titel	"I'm Not a Bystander": Developing Teacher Leadership in a Rural School-University Collaboration
Quelle	In: Rural Educator, 35 (2013) 1, (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Rural Schools; Faculty Development; Teacher Leadership; College School Cooperation; Case Studies; Mentors; Educational Change; Social Studies; Interviews; Partnerships in Education; Qualitative Research; Personal Narratives; Teacher Educators; Methods Courses + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerfunktionsstelle; Case study; Fallstudie; Case Study; Bildungsreform; Gemeinschaftskunde; Interviewing; Interviewtechnik; Hochschulpartnerschaft; Qualitative Forschung; Erlebniserzählung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Methodisch-didaktische Anleitung
Abstract	Rural teachers need ongoing, flexible professional development designed to encourage collaboration and curriculum development. Furthermore, rural school reform requires successful collaborations between schools and colleges to create leaders within schools. Therefore, this case study is a program review that investigates how social studies teachers at Timberwood High School, a rural high school in the American southeast, are emerging as teacher leaders through a school-university partnership to improve their practice, mentor pre-service teachers, and generate reform. Interviews were conducted with members of the social studies department, all of whom were involved in the project. The findings indicate that the school-university partnership encouraged experimentation with new strategies, stimulated reflective practices and teacher growth, and created a more cohesive social studies department. However, while it was evident that teacher leadership did develop through the process, traditional school norms of egalitarianism and structural hierarchy prevented teachers from fully embracing their roles as teacher leaders. Study findings suggest that rural administrators and rural school-university partnerships must focus on developing teacher leaders to initiate school reform and grow professionally. (As Provided).
Anmerkungen	National Rural Education Association. Web site: http://www.nrea.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10