Preparing Teacher Leaders: Perceptions of the Impact of a Cohort-Based, Job Embedded, Blended Teacher Leadership Program
From Section:
Programs & Practicum
Authors:
Ross Dorene, Adams Alyson, Bondy Elizabeth, Dana Nancy, Dodman Stephanie, Swain Colleen
Published:
Nov. 01, 2011

Source: This article was published in Teaching and Teacher Education, Volume 27, Issue 8,
Author(s): Dorene Ross, Alyson Adams, Elizabeth Bondy , Nancy Dana , Stephanie Dodman , and Colleen Swain, " Preparing Teacher Leaders: Perceptions of the Impact of a Cohort-Based, Job Embedded, Blended Teacher Leadership Program", Pages 1213–1222, Copyright Elsevier (November 2011).

This 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.

Updated: Jan. 17, 2017
Keywords:
Administrators' perceptions | Attitudes of teachers | Leadership | Principals | Program effectiveness | Teacher education programs | Transformative learning
Link to Item: http://education.eng.macam.ac.il/article/2796