The Affordances of blogging as a practice to support ninth-grade science teachers’ identity development as leaders  

Oleh:

Hanuscin, Deborah L. ; Cheng, Ya-Wen ; Rebello, Carina ; Sinha, Somnath ; Muslu, Nilay

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal Of Teacher Education vol. 65 no. 03 (May 2014), page 207-222.
Topik: professional development; weblogs; teacher leadership; secondary science education
Fulltext: The Affordances of Blogging As a Practice to Support Ninth.pdf (786.78KB)

Isi artikel

Increasingly, teacher leadership is being recognized as an essential ingredient in education reforms; however, few teachers consider themselves leaders. Becoming a leader is not just acquiring knowledge and skills for leadership, but developing a new professional identity. As teachers become leaders, however, this identity might put them at risk with dominant school culture where norms of egalitarianism, isolation, and seniority persist. Luehmann emphasizes the value in offering safe spaces in which teachers can take risks as they “try on” new identities. We utilized an online environment to support ninth-grade science teachers in the development of common perspectives, commitments, and visions for teacher leadership as they implemented a new freshman physics curriculum. Our findings illustrate the potential benefits of blogging in terms of providing identity resources and opportunities for identity work. Specifically, by participating in pedagogical transactions, social interactions, and intellectual deliberations via blogs, teachers were supported in their efforts to be leaders in their classrooms, schools, and districts.

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