Teacher as Researcher, Teacher as Scholar, and Teacher as Leader

Autor/inn/en	Ryan, Michael; Taylor, Monica; Barone, Amanda; Della Pesca, Leslie; Durgana, Sona; Ostrowski, Kelly; Piccirillo, Tonianne; Pikaard, Kelly
Titel	Teacher as Researcher, Teacher as Scholar, and Teacher as Leader
Quelle	In: New Educator, 13 (2017) 2, S.102-116 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-688X
DOI	10.1080/1547688X.2016.1144120
Schlagwörter	Teacher Researchers; Teacher Leadership; Scholarship; Inquiry; Action Research; Reflection; Teacher Surveys; Group Discussion; Transcripts (Written Records); Teacher Collaboration; Interprofessional Relationship; Teacher Role + Suchen Sie Ihr Suchwort? Lehrerforschung; Lehrerfunktionsstelle; Scholarships; Stipendium; Projektforschung; Gruppendiskussion; Lehrerkooperation; Lehrerrolle
Abstract	Too often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01