ERIC Number: ED465596
Record Type: RIE
Publication Date: 2001
Teachers' Perspectives: Developing Instructional Leadership through Classroom Inquiry.
Rogers, Laura N.; Tyndall, Patricia D.
This chapter examines the role of inquiry in the development of instructional leadership in classroom teachers. It focuses on the impact that inquiry has on professional development, the promotion of professionalism, and collaboration through data-driven communication. The structure and function of leadership among these concepts serves as the organizing theme. Teachers' perspectives in acquiring, implementing, reflecting on, and restructuring their knowledge of inquiry and leadership in the profession of teaching are given to provide a first-hand narrative of those processes. These writings are taken from responses to interview questions, reflective journal entries, unsolicited teachers' writings, and conversations among educators in the Professional Development System of the Watson School of Education at the University of North Carolina at Wilmington. The teachers' narratives illustrate their passage through stages of professional development, leadership, and inquiry, and identify factors affecting the development and transition of the teachers through those stages. This chapter concludes with a summary of lessons learned about what teachers think and feel about leadership and inquiry and ways other educators can support teachers' leadership development through inquiry. (Contains 36 references.) (Author/MVL)
Descriptors: Elementary Secondary Education, Faculty Development, Inquiry, Instructional Leadership, Science Instruction, Science Teachers
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Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: In: Developing Teacher Leaders: Professional Development in Science and Mathematics; see ED 451 031.