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Apr

Prospectus Presentation – Tugce Gul

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When:
April 30, 2014 @ 1:00 pm – 2:00 pm
Location:
College of Education, room 630
30 Pryor Street Southwest
Georgia State University, Atlanta, GA 30303
USA

Evolution of teacher leadership: The effect of leadership training and professional development opportunities on teacher leaders’ perceptions of their leadership characteristics, professional vision, and professional identity
by Tugce Gul

The importance of teacher leadership has received intense interest as an area of educational research over the past three decades (Crowther, Ferguson & Hann, 2008; Harris, 2003; Lambert, 2002; Marks & Printy, 2003). Most of this research has focused on the qualifications, impacts, and development of teacher leadership (Smylie & Mayrowetz, 2009). This study aims to broaden the scope of research to include science teachers’ engagement in leadership practices in the course of a leadership development program that includes both their own professional development (PD) and leadership of teacher-driven professional development (TDPD). The study will consider professional vision and identity rather than focusing only on formal or informal leadership roles. The purpose of this qualitative case study is to examine master teaching fellows’ (MTFs’) perceptions of their leadership roles and characteristics and their professional vision and identity as they participate in a leadership development training program and a math and science partnership program as facilitators of the science activities for K-12 teachers. The study is situated within the Initiative to Increase and Mentor Physics and Chemistry Teachers (I-IMPACT) five-year project, which is designed to recruit experienced science teachers (physics and chemistry majors), called MTFs, to understand the dynamics that support or limit the development of teacher leaders. The participants in this proposed study will consist of three of these MTFs, experienced physics and chemistry high school teachers who organized and are currently implementing TDPD activities for K-12 teachers to improve these teachers’ science knowledge and teaching practices. The data will be analyzed using multiple coding methods that generate themes from interviews with the MTFs and archival data from the I-IMPACT leadership program. It is expected that the results of the study will provide practical suggestions for the successful construction of teacher leaders’ leading skills and professional visions and Identities to improve both their self-awareness on these variables and their leadership performance.

 
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