Edited By Carrie Rogers, Kofi Lomotey and Adriel Hilton
Chapter Thirteen: Exploring Preservice Teachers’, Novice Teachers’, and Teacher Education Faculty Perceptions of Teacher Leadership (Carrie Rogers / Roya Q. Scales)
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Exploring Preservice Teachers’, Novice Teachers’, AND Teacher Education Faculty Perceptions OF Teacher Leadership
CARRIE ROGERS AND ROYA Q. SCALES
Teacher leadership, the concept and the multiple formal and informal roles that illustrate the concept within schools, is not new but as Lieberman (2013) writes, “Its purposes and definitions have changed continually revealing its complexities and conundrums” (p. 169). Teacher involvement in school reform and the improvement of teaching and learning in schools is often referred to as teacher leadership. The opportunities for teachers to become leaders varies greatly within contexts and norms of schools and districts, yet it is an expectation of most state and national organizations that teachers demonstrate leadership. In the state of North Carolina there are six standards for teachers, and standard one is “Teachers Demonstrate Leadership” (North Carolina State Board of Education, 2013). Now, not only are in-service teachers evaluated on leadership but preservice teachers, in North Carolina at least, are required to document and reflect on their leadership activities within student teaching as a part of their licensure requirements.
In a previous study (Rogers & Scales, 2013) we analyzed this licensure component and findings indicated that the preservice teachers expressed a wide variety of definitions of teacher leadership. Next, program graduates were followed to investigate their leadership activities and perceptions of themselves as teacher leaders while in their first year of teaching (Scales & Rogers, 2017). Those combined ← 197 | 198...
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