Activist Teacher Leadership: A Case Study of a Programa CRIAR Bilingual Teacher Cohort

Abstract

This case study on nine bilingual teachers in Texas during their first year in a graduate education program examines both the development of critical consciousness among the educators and the ways in which critical consciousness shapes how these teachers come to understand their roles as teachers and leaders of a sociopolitically marginalized student group and community. Our analysis supports the proposition that teacher leadership programs can influence the development of social justice leadership, and it suggests that engaging teachers in certain types of structured learning opportunities can promote risk taking and a willingness to assume responsibility through the development of a sense of agency and efficacy.

Elevating world language teacher leaders: Participant perspectives of the Leadership Initiative for Language Learning (LILL)

“…Like the scholarship on teacher leadership, few languages and WL teacher leadership programs and spaces have been documented or researched, despite many programs and workshops taking place at the local, state, and regional levels over the years. Programs centered on fostering bilingual teacher leadership, for example, have engaged participants in discussions on critical themes of culturally responsive pedagogy, advocacy for multilingual learners and reflections on their own histories as bilingual individuals (Holmes & Herrera, 2009; Palmer et al, 2014; Wiemelt & Welton, 2015). Of the formal programs for WL teacher leadership, a study by Lozano et al (2004) examined the outcomes of a professional development program for WL teachers in California, the California Foreign Language Project.…”

Teacher Leadership Professional Development: Review of the Research

“…Teaching experience was an important variable in how a teacher leader developed as well as the type of impact a teacher leader had in his or her school context. Interpersonal skills and dispositions also were identified as background factors that played a role in teacher leadership development and enactment (Cooper et al, 2016;Collay, 2010;Jacobs et al, 2014;Palmer et al, 2014).…”

Öğretmenleri̇n Öğretmen Li̇derli̇ği̇ne Yöneli̇k Görüşleri̇ni̇n İncelenmesi̇

“…Son bilimsel çalışmalar da öğretmen liderliğinde amaçları başarmanın grup içindeki bireyler arasında kurulan interaktif süreç olan (Millwater ve Ehrich, 2009) dağıtılmış liderliğe geniş bir odaklanmadan geçtiği yönündedir (Palmer, Rangel, Gonzales ve Morales, 2014). Zira dağıtılmış liderlik teorisi sadece müdürleri ya da diğer kıdemli liderleri değil birçok bireyi kapsayan liderliğin bir sosyal dağılımı anlamına geldiğinden öğretmen liderliğini çalışan birçok araştırmacı tarafından dağıtılmış liderlik perspektifi hoş karşılanmaktadır (Zhang, 2014).…”