Search results for: Hobbs Melody K.
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This article reviews the literature in order to advocate for future exploration of mentoring support that fosters the mentor’s construction and development of new knowledge, skills, and understandings about mentoring preservice early childhood teachers.
Updated: Sep. 01, 2015
The Potential of Communities of Practice as Contexts for the Development of Agentic Teacher Leaders: A Three-Year Narrative of One Early Childhood Teacher's Journey
This article uses an explanatory narrative of participation and transformation across two consecutive early childhood communities of practice to chronicle the evolution of a teacher leader, Michelle. This narrative illustrates how the continuity of experience spawned her development from apprentice toward an agentic teacher leader, characterized by an ethical ideal, disposition of lifelong learner, and participation in joint endeavors. The authors reveal how Michelle constructed and reconstructed her leadership roles through individual and collective inquiry grounded in daily practices.
Updated: Oct. 26, 2014