Literaturnachweis - Detailanzeige
| Autor/inn/en | Campbell, Todd; Wenner, Julianne A.; Brandon, Latanya; Waszkelewicz, Molly |
|---|---|
| Titel | A Community of Practice Model as a Theoretical Perspective for Teacher Leadership |
| Quelle | In: International Journal of Leadership in Education, 25 (2022) 2, S.173-196 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Campbell, Todd) ORCID (Wenner, Julianne A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-3124 |
| DOI | 10.1080/13603124.2019.1643500 |
| Schlagwörter | Teacher Leadership; Communities of Practice; Socialization; Learning Theories; Professional Identity; Science Teachers; Elementary Secondary Education; Teacher Characteristics |
| Abstract | Comprehensive reviews of empirical research on teacher leadership have revealed that this body of research remains grounded in what might be described as, at best, a weak theoretical base. This article seeks to address this by proposing a theoretical framework based on social learning theory, communities of practice, and identity and iterated through the examination of a small group of teacher leaders. In the end, we believe our proposed theoretical model serves as an important first step that will allow the field to move away from a list of things that teacher leaders 'do' to context-specific work that has meaning due to communities and their pursuits, and provides a means by which we could observe the development of teacher leader identity over time. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/4/11 |
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