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Autor/inn/enSharp, Laurie A.; Raymond, Roberta D.; Piper, Rebekah
TitelExploring the Literacy Leadership Practices of Literacy Teacher Educators
QuelleIn: Teacher Educators' Journal, 13 (2020), S.12-31 (20 Seiten)
PDF als Volltext kostenfreie Datei Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
SchlagwörterLiteracy Education; Teacher Educators; Teacher Role; Teacher Education Programs; Teacher Leadership; Leadership Responsibility; Preschool Education; Elementary Secondary Education; Cooperation; Educational Resources; Partnerships in Education; Barriers; Faculty Development; Reading Teachers
AbstractLiteracy teacher educators must actively engage as literacy leaders who are advocates for literacy, continuous professional learners, and responsive leaders. However, the literature base for literacy leadership is narrow and does not specifically address literacy teacher educators. To address this research gap, the current study explored current literacy leadership practices of literacy teacher educators and challenges they encounter during their literacy leadership pursuits. Using a survey research design, quantitative and qualitative data were collected among 65 experienced literacy teacher educators affiliated with university-based teacher preparation programs located in the South Central United States. Quantitative data were tabulated and reported as frequencies, and qualitative data were analyzed using three levels of coding. Findings revealed preliminary understandings about the literacy leadership practices of literacy teacher educators and pointed to three practical implications for teacher preparation programs administrators and leaders of professional organizations. (As Provided).
AnmerkungenAssociation of Teacher Educators in Virginia. Shenandoah University, Winchester, VA 22601. e-mail: ehthomps@ehc.edu; Web site: https://www.ateva.org/journal-1/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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