Attitude Has a Lot to Do with It: Dispositions of Emerging Teacher Leadership

Autor/in	Hunzicker, Jana
Titel	Attitude Has a Lot to Do with It: Dispositions of Emerging Teacher Leadership
Quelle	In: Teacher Development, 17 (2013) 4, S.538-561 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2013.849614
Schlagwörter	Teacher Leadership; Elementary School Teachers; Middle School Teachers; Focus Groups; Reflection; Questionnaires; Teacher Attitudes; Beliefs; Phenomenology; Hermeneutics; STEM Education; Collegiality; Interprofessional Relationship; Cultural Influences; Teacher Student Relationship; Professional Development; Case Studies + Suchen Sie Ihr Suchwort? Lehrerfunktionsstelle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Fragebogen; Lehrerverhalten; Belief; Glaube; Phenomenological psychology; Phänomenologie; Psychologie; Hermeneutik; STEM; Kollegialität; Cultural influence; Kultureinfluss; Teacher student relationships; Lehrer-Schüler-Beziehung; Case study; Fallstudie; Case Study
Abstract	Part of a larger qualitative study to better understand how teachers learn to exercise informal leadership in the schools and districts where they work, this article illustrates dispositions of emerging teacher leadership by identifying and describing three possible teacher leadership prerequisites through lived experience examples. Eight practicing elementary and middle school teachers participated in the study. Data collection included written self-reflections, questionnaire responses, and a participant focus group. Teachers in the study demonstrated a disposition of emerging teacher leadership by valuing students and prioritizing their needs and interests. They positioned and prepared themselves to serve students by building collegial professional relationships and pursuing professional growth. Findings of the study suggest that the ability to develop collegial professional relationships, a student-centered mindset, and ongoing pursuit of professional growth may represent a dispositional foundation that supports teachers toward leadership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10