A community of practice model as a theoretical perspective for teacher leadership
Document Type
Article
Publication Date
7-2019
Publication Title
International Journal of Leadership in Education
Publisher
Taylor & Francis
DOI
https://doi.org/10.1080/13603124.2019.1643500
Abstract
Comprehensive reviews of empirical research on teacher leadership have revealed that this body of research remains grounded in what might be described as, at best, a weak theoretical base. This article seeks to address this by proposing a theoretical framework based on social learning theory, communities of practice, and identity and iterated through the examination of a small group of teacher leaders. In the end, we believe our proposed theoretical model serves as an important first step that will allow the field to move away from a list of things that teacher leaders ‘do’ to context-specific work that has meaning due to communities and their pursuits, and provides a means by which we could observe the development of teacher leader identity over time.
Recommended Citation
Todd Campbell, Julianne A. Wenner, Latanya Brandon & Molly Waszkelewicz (2022) A community of practice model as a theoretical perspective for teacher leadership, International Journal of Leadership in Education, 25:2, 173-196, DOI: 10.1080/13603124.2019.1643500
