Exploring Teacher Leadership in the Context of Teacher Preparation.

Autor/inn/en	Suranna, Keith J.; Moss, David M.
Titel	Exploring Teacher Leadership in the Context of Teacher Preparation.
Quelle	(2002), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Collegiality; Committees; Continuing Education; Elementary Secondary Education; Faculty Development; Higher Education; Leadership Qualities; Mentors; Preservice Teacher Education; Principals; Student Empowerment; Student Teacher Attitudes; Student Teachers; Teacher Administrator Relationship; Teacher Characteristics; Teacher Collaboration; Teaching Skills + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Kollegialität; Committee; Ausschuss; Weiterbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Führungseigenschaft; Lehramtsstudiengang; Lehrerausbildung; Principal; Schulleiter; Studienberechtigung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerkooperation; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This study examined the need to better define and describe the concept of teacher leadership, especially from the point of view of the beginning teacher. It focused on teacher leadership as perceived by nine preservice and 3 relatively new inservice elementary teachers from a 5-year integrated Bachelor's/Master's teacher preparation program. Researchers collected data at the university and within the elementary schools via semi-structured interviews with student teachers, supervising teachers, administrators, teacher colleagues, deans, and college professors. They also conducted 20 observation sessions within the elementary and university classrooms and in professional meetings with colleagues. Overall, respondents believed that teacher leaders were fine classroom practitioners who were committed to the lives of their students; were engaged in curriculum development and change via their involvement in school and district level committees; and when necessary, took a stand, went against the grain, or challenged convention to ensure that the very best of themselves and their colleagues were being implemented for the good of schools and students. They felt that for teacher leadership to thrive, teachers had to work collaboratively with their principals and share decision making. (Contains 30 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC