A Clearer Vision: Creating and Evolving a Model to Support the Development of Science Teacher Leaders
A Clearer Vision: Creating and Evolving a Model to Support the Development of Science Teacher Leaders
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更清晰的愿景：创建和发展支持科学教师领导者发展的模型
DOI：
10.1007/s11165-016-9588-9
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发表时间：
2017
影响因子：
2.3
通讯作者：
Tugce Gul
中科院分区：
文献类型：
--
作者：
B. Criswell;Gregory T. Rushton;Scott P. McDonald;Tugce Gul
本文介绍了一种专业发展模式，发展科学教师领导者，已经发展和完善，通过与16个高中化学和物理教师在高需求的学校在过去3年。该理论框架借鉴了古德温的专业愿景和邓普西的四个隐喻的概念，告知与创新和授权一致的专业身份的理解（a）与学生和（B）与教师在大学环境中的课堂设置。因此，领导的做法和目的是在两个不同的层次和背景下讨论，相互反射。社会语言学话语分析的多个数据源，使我们能够确定的专业发展的特点，促进或阻碍教师的成长走向领导的观点和处置。科学教师更新和保留的影响，以及研究和建议的领导模式的局限性也进行了分享和讨论。
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.