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Teachers as Leaders: The Impact of Teacher Leadership Supports for Beginning Teachers in an Online Induction Program
article

, Michigan Technological University, United States ; , Kennesaw State University, United States ; , University of Minnesota, United States ; , 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

Abstract

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.

Citation

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. Retrieved March 26, 2019 from .

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Cited By

  1. Editorial: What we learned about Technology and Teacher Education in 2017

    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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