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ERIC Number: EJ977452
Record Type: Journal
Publication Date: 2012
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1094-3277
Supporting the Development of Science Teacher Leaders--Where Do We Begin?
Hanuscin, Deborah L.; Rebello, Carina M.; Sinha, Somnath
Science Educator, v21 n1 p12-18 Sum 2012
Teacher leadership has been recognized as a necessary ingredient to support educational reform efforts. Leaders provide the needed expertise to ensure reforms are successful in promoting student learning. The overarching goal of the "Leadership in Freshman Physics" program is to support a cadre of teachers-leaders who will become advocates for "Physics First" by developing their knowledge of physics content and research-based pedagogy. In order to support teachers in developing the knowledge, skills, and dispositions for effective leadership, it is important to first understand their initial views of teacher leadership and their prior leadership experiences. In this paper we present results from the initial phase of our multi-year research study in which we examine definitions of teacher leadership, teachers' past leadership experiences, and teachers' views of themselves as leaders. Participants include a cohort of 36 teachers participating in the program, each of whom has committed to teaching a year-long freshman physics course at his/her school. Our findings indicate teachers' definitions of leadership are relatively narrow, and often confined to formal leadership roles. Though teachers participate in numerous leadership activities, they don't explicitly consider these to be leadership. Implications for addressing teachers' conceptions through professional development are shared. (Contains 2 tables and 2 figures.)
National Science Education Leadership Association. P.O. Box 99381, Raleigh, NC 27624-9381. Tel: 919-848-8171; Fax: 919-848-0496; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A