Teachers as Leaders: The Impact of Teacher Leadership Supports for Beginning Teachers in an Online Induction Program
Joshua Ellis, Michigan Technological University, United States ; Samuel Justin Polizzi, Kennesaw State University, United States ; Gillian Roehrig, University of Minnesota, United States ; Gregory Rushton, Stony Brook University, United States
Journal of Technology and Teacher Education Volume 25, Number 3, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Induction programs have become a leading model of providing coherent, targeted support for beginning teachers who are most at risk for leaving the profession. This comparison study assessed the impact of a designed teacher leadership intervention to support beginning teachers’ reflective practices and their use of network social capital in an online induction program. Teachers who used teacher leadership roles in a structured response activity to provide critical feedback to their peers not only engaged in higher-level reflection on their teaching practice, but also enjoyed more open social networks than teachers who did not receive the same teacher leadership supports. These results carry important implications for designers of online learning environments who wish to promote critical thinking and community among their participants.
Ellis, J., Polizzi, S.J., Roehrig, G. & Rushton, G. (2017). Teachers as Leaders: The Impact of Teacher Leadership Supports for Beginning Teachers in an Online Induction Program. Journal of Technology and Teacher Education, 25(3), 245-272. Waynesville, NC USA: Society for Information Technology & Teacher Education.
© 2017 Society for Information Technology & Teacher Education
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Natasha H. Chenowith & Richard E. Ferdig, Kent State University, United States
Journal of Technology and Teacher Education Vol. 25, No. 4 (October 2017) pp. 365–375
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