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ERIC Number: EJ1011146
Record Type: Journal
Publication Date: 2013
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1360-3124
When University Faculty Nurture Teacher Leadership: "Horizontal" Practices and Values in a Professor's Work with Teachers
Whitney, Anne Elrod
International Journal of Leadership in Education, v16 n1 p71-93 2013
Content-area university faculty can play a critical role in the trajectories of K-12 teachers into leadership. The purpose of this study is to examine the practices and values of one university faculty member with a long record of work with K-12 teachers, with an aim to offer some guiding considerations as to the potential role of university faculty in developing teacher leaders and/or creating supportive systems in which teacher leadership capacity can develop. Case study data were generated over a three-year period, primarily through interviews with 14 informants who had worked with the case study individual in her interactions with a network of teachers. Findings reveal that at the heart of this professor's influence on teacher leaderships is an inquiry stance and a "horizontal" orientation to relationships with teachers, both of which can mitigate the anti-collaborative effects of the power differences built into work that cuts across the institutional boundaries of the K-12 and university worlds. These findings suggest some concrete practices that other university professors might adopt in their interactions with teachers; further, they have implications both for further research and for the ways professional learning communities might be inspired and nourished. (Contains 1 table.)
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