Abstract
This paper describes a professional development model for developing science teacher leaders that has evolved and been refined through working with 16 high school chemistry and physics teachers in high-needs schools over the past 3 years. The theoretical framework draws upon Goodwin’s notion of professional vision and Dempsey’s four metaphors to inform an understanding of professional identity consistent with innovation and empowerment in (a) the classroom setting with students and (b) with teachers in collegial environments. Thus, leadership practices and purposes are discussed at two distinct levels and contexts, which interact reflexively. Sociolinguistic discourse analysis of multiple data sources enabled us to identify the professional development features that promoted or hindered the teachers’ growth toward a leadership perspective and disposition. Implications for science teacher renewal and retention as well as limitations of the study and proposed leadership model are also shared and discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 811-837 |
| Number of pages | 27 |
| Journal | Research in Science Education |
| Volume | 48 |
| Issue number | 4 |
| DOIs | |
| State | Published - Aug 1 2018 |
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All Science Journal Classification (ASJC) codes
- Education
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A Clearer Vision : Creating and Evolving a Model to Support the Development of Science Teacher Leaders. / Criswell, Brett A.; Rushton, Gregory T.; McDonald, Scott P.; Gul, Tugce.
In: Research in Science Education, Vol. 48, No. 4, 01.08.2018, p. 811-837.Research output: Contribution to journal › Article
TY - JOUR
T1 - A Clearer Vision
T2 - Creating and Evolving a Model to Support the Development of Science Teacher Leaders
AU - Criswell, Brett A.
AU - Rushton, Gregory T.
AU - McDonald, Scott P.
AU - Gul, Tugce
PY - 2018/8/1
Y1 - 2018/8/1
N2 - This paper describes a professional development model for developing science teacher leaders that has evolved and been refined through working with 16 high school chemistry and physics teachers in high-needs schools over the past 3 years. The theoretical framework draws upon Goodwin’s notion of professional vision and Dempsey’s four metaphors to inform an understanding of professional identity consistent with innovation and empowerment in (a) the classroom setting with students and (b) with teachers in collegial environments. Thus, leadership practices and purposes are discussed at two distinct levels and contexts, which interact reflexively. Sociolinguistic discourse analysis of multiple data sources enabled us to identify the professional development features that promoted or hindered the teachers’ growth toward a leadership perspective and disposition. Implications for science teacher renewal and retention as well as limitations of the study and proposed leadership model are also shared and discussed.
AB - This paper describes a professional development model for developing science teacher leaders that has evolved and been refined through working with 16 high school chemistry and physics teachers in high-needs schools over the past 3 years. The theoretical framework draws upon Goodwin’s notion of professional vision and Dempsey’s four metaphors to inform an understanding of professional identity consistent with innovation and empowerment in (a) the classroom setting with students and (b) with teachers in collegial environments. Thus, leadership practices and purposes are discussed at two distinct levels and contexts, which interact reflexively. Sociolinguistic discourse analysis of multiple data sources enabled us to identify the professional development features that promoted or hindered the teachers’ growth toward a leadership perspective and disposition. Implications for science teacher renewal and retention as well as limitations of the study and proposed leadership model are also shared and discussed.
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UR - http://www.scopus.com/inward/citedby.url?scp=85019653412&partnerID=8YFLogxK
U2 - 10.1007/s11165-016-9588-9
DO - 10.1007/s11165-016-9588-9
M3 - Article
AN - SCOPUS:85019653412
VL - 48
SP - 811
EP - 837
JO - Research in Science Education
JF - Research in Science Education
SN - 0157-244X
IS - 4
ER -