Understanding Teacher Leadership Development in a Research Practice Partnership: A Situative Perspective

Teachers can play critical roles in educational change efforts, such as adopting new standards or implementing ambitious instruction. Similarly, teacher leadership has been recognized as a vital component of school improvement efforts. This study explored teacher leadership development through the lens of situative learning by investigating the participation of two teachers in a research practice partnership aimed at improving math teaching and learning within a public elementary school district. The trajectory of teacher participation in district-wide improvement efforts was analyzed through four dimensions of situativity: participation, identity, afforded activities, and positioning. Data sources include interviews, observations, and artifact collection. Findings reveal that teachers had the ability to simultaneously participate in district-wide improvement efforts as both valued contributors and as learners, while consistently being positioned with authority to freely provide feedback and take initiative. Results of the study not only provide insight into teacher learning and teacher leadership development, but also highlight the processes and outcomes of RPPs.

Author dc:creator

• Enisa Akgul (23291692)

• Teacher learning

Statement dc:rights

• In Copyright

DOI dc:identifier

https://doi.org/10.25417/uic.31451437.v1

OAI identifier oai:identifier

oai:figshare.com:article/31451437