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ERIC Number: EJ852538
Record Type: Journal
Publication Date: 2004-Mar
Pages: 24
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1052-6846
A Narrative Analysis of Scholar-Practitioner Teacher Leadership Preparation
Moss, Glenda
Journal of School Leadership, v14 n2 p171-194 Mar 2004
This study moves from theory to practice to theory. Through multiple narratives, I present how theory and practice work together to produce praxis, defined as critical pedagogy. The story takes place through my experience as teacher and researcher, but it shows how the theory takes place in practice on many different levels. I present a critical reflective-reflexive narrative analysis of teacher preparation from my point of view as teacher and scholar, transitioning from middle school teaching practice and the scholar-practitioner leadership doctoral program to university teaching practice. Postformal inquiry and narrative methods provide readers a rich description of the epistemology and context of scholar-practitioner leadership from an experiential point of view.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Higher Education; Middle Schools; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Indiana