NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1023520
Record Type: Journal
Publication Date: 2013
Pages: 19
Abstractor: As Provided
ISSN: ISSN-1547-688X
Gaining Confidence, Managing Conflict: Early Career Conceptions of Teacher Leadership during Graduate Coursework
Carver, Cynthia L.; Meier, Jeanne M.
New Educator, v9 n3 p173-191 2013
Increasingly, graduate programs in education are promoting the development of teacher leadership. Yet the discussion on how to prepare teachers for leadership roles and responsibilities is only beginning. In this article, we draw on the written reflections of early career teachers enrolled in a curriculum and instruction master's program so that we might better understand their conceptions, experience, and interest in leadership. Study findings highlight the promise and challenge of preparing early career teachers for a range of leadership roles and responsibilities. Although I feel proficient in most areas of my teaching, I am still working on becoming a teacher leader in my school community. As I discovered through my reading and critical reflection, I frequently fear taking on the role of teacher leader because I attempt to avoid conflict with more veteran teachers and I have not embraced my confidence in teaching to be willing to share my ideas with others. While I believe I am a successful teacher, and my principal and teaching partner frequently compliment my teaching style and ideas, I still am not quite ready to expect others to value my teaching. --"Early Career Teacher" ("Written Reflection, Fall 2008")
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A