Preparing teacher leaders: Perceptions of the impact of a cohort-based, job embedded, blended teacher leadership program

被引：38

作者：

Ross, Dorene ^{[1
]}

Adams, Alyson ^{[1
]}

Bondy, Elizabeth ^{[1
]}

Dana, Nancy ^{[1
]}

Dodman, Stephanie ^{[1
]}

Swain, Colleen ^{[1
]}

机构：

[1] Univ Florida, Sch Teaching & Learning, Gainesville, FL 32605 USA

来源：

TEACHING AND TEACHER EDUCATION | 2011年 / 27卷 / 08期

关键词：

Teacher leadership; Job embedded; Teacher education; Professional development; PROFESSIONAL-DEVELOPMENT; SUPPORT;

D O I：

10.1016/.tate.2011.06.005

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This qualitative study was designed to examine teachers' and principals' perceptions of the impact of a graduate program designed to prepare teacher leaders. Impact was investigated through interviews with 20 graduates and 6 principals. Using Mezirow's concept of transformational learning, the study documents perceived transformation of teachers' frames of reference: two related to teaching (adopt an inquiry stance; learn to view oneself as an autonomous professional), and two related to leadership (adopt a leadership stance; view student learning as a communal responsibility). The study includes implications for the design of graduate level teacher education programs to enhance their impact and effectiveness. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：1213 / 1222

页数：10

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