Practice, Tensions, and Identity: Boundary Crossing and Identity Development in Urban Teacher Leaders

被引：0

作者：

Hutchinson, Anna E. ^{[1
]}

Schaefer, Jill ^{[3
]}

Zhao, Weiqi ^{[2
]}

Criswell, Brett ^{[4
]}

机构：

[1] Univ Cincinnati, Biol Sci, Cincinnati, OH 45221 USA

[2] Univ Cincinnati, Sch Educ, Educ, Cincinnati, OH 45221 USA

[3] Univ Kentucky, Lexington, KY USA

[4] West Chester Univ, Secondary Educ, W Chester, PA USA

来源：

JOURNAL OF RESEARCH ON LEADERSHIP EDUCATION | 2023年 / 18卷 / 04期

基金：

美国国家科学基金会;

关键词：

teacher leadership; boundary crossing; communities of practice; leadership programs; leadership identity;

D O I：

10.1177/19427751221113368

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigates the identity development of teacher leaders in an, urban school district who participated in a Noyce Master Teaching Fellow, program. We identify tensions that arose from involvement in this, external community of practice (CoP) and changes in teacher leader, meanings and practices in their school CoPs. Qualitative key findings, indicate that as boundary crossers, (1) teacher leader activities surfaced, tensions between CoPs, promoting boundary competence, and (2), participation in an external CoP reshaped their identities, especially as, mentors. Implications include recognizing that external CoPs can support, learning mechanisms for addressing educational issues, for example, teacher, retention.

引用

页码：575 / 599

页数：25

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