When university faculty nurture teacher leadership: Horizontal practices and values in a professors work with teachers

Research output: Contribution to journalArticlepeer-review

Abstract

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 professors 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.

Original languageEnglish (US)
Pages (from-to)71-93
Number of pages23
JournalInternational Journal of Leadership in Education
Volume16
Issue number1
DOIs
StatePublished - Mar 1 2013

All Science Journal Classification (ASJC) codes

  • Education
  • Arts and Humanities (miscellaneous)
  • Strategy and Management

Fingerprint Dive into the research topics of 'When university faculty nurture teacher leadership: Horizontal practices and values in a professors work with teachers'. Together they form a unique fingerprint.

Cite this