Teacher as Researcher, Teacher as Scholar, and Teacher as Leader
Too often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders.
MSU Digital Commons Citation
Ryan, Michael; Taylor, Monica; Barone, Amanda; Della Pesca, Leslie; Durgana, Sona; Ostrowski, Kelly; Piccirillo, Tonianne; and Pikaard, Kelly, "Teacher as Researcher, Teacher as Scholar, and Teacher as Leader" (2017). Department of Teaching and Learning Scholarship and Creative Works. 127.