Leading from the start: preservice teachers’ conceptions of teacher leadership

ABSTRACT

This qualitative action research project examined preservice teachers’ conceptions of teacher leadership. Through an analysis of preservice teachers’ writings in a graduate-level teacher leadership course, students’ beliefs about the power of teacher leaders emerged. Findings revealed that novice teachers most often identified the scope of leadership as focused in classrooms and schools, while identifying curriculum and instructional decision-making and peer collaboration as the key actions taken by teacher leaders. Barriers to teacher leadership were most often described as administrators and policymakers. Regardless of the scope of influence or actions taken by teacher leaders, the primary purpose of teacher leadership overwhelming reflected a desire to address socioeconomic inequalities through educational change.

KEYWORDS:

• Teacher thinking and knowledge
• teacher education curriculum
• teacher leadership

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Maia Sheppard

Maia Sheppard, is an Assistant Professor of Curriculum and Pedagogy

Mary Ellen Wolfinger

Mary Ellen Wolfinger, is an Doctoral Student, George Washington University

Rachel Talbert

Rachel Talbert, is an Doctoral Student, George Washington University