Supporting the Development of Science Teacher Leaders - Where Do We Begin?

MOspace/Manakin Repository

Breadcrumbs Navigation

Supporting the Development of Science Teacher Leaders - Where Do We Begin?

Please use this identifier to cite or link to this item: http://hdl.handle.net/10355/10179

[+] show full item record


Title: Supporting the Development of Science Teacher Leaders - Where Do We Begin?
Author: Hanuscin, Deborah L.; Sinha, Somnath; Rebello, Carina M.
Date: 2011-01
Citation: Hanuscin, D., Sinha, S., & Rebello, C. (2011, January) Supporting the development of teacher leaders-- where do we begin? Paper presented at the annual meeting of the Association for Science Teacher Education. Minneapolis, MN.
Abstract: Teacher leadership has been recognized as a necessary ingredient to support educational reform efforts. Leaders provide the needed expertise to ensure reforms are successful in promoting student learning. The overarching goal of the Leadership in Freshman Physics program is to support a cadre of teachers-leaders who will become advocates for “Physics First” by developing their knowledge of physics content and research-based pedagogy. In order to support teachers in developing the knowledge, skills, and dispositions for effective leadership, it is important to first understand their initial views of teacher leadership and their prior leadership experiences. In this paper we present results from the initial phase of our multi-year research study in which we examine teacher' past leadership experiences, definitions of teacher leadership, and views of themselves as leaders. Participants include a cohort of 36 teachers participating in the program, each of whom has committed to teaching a year‐long freshman physics course at their school. Our findings indicate teachers' definitions of leadership are relatively narrow, and often confined to formal leadership roles. Though teachers participate in numerous leadership activities, they don't explicitly consider these to be leadership. Implications for addressing teachers' conceptions through professional development are shared.
URI: http://hdl.handle.net/10355/10179

This item appears in the following Collection(s)

[+] show full item record