The use of teacher leader roles in an online induction support system. (October 2018)

• Record Type: Journal Article
• Authors: Polizzi, Samuel J.; Head, Michelle; Barrett-Williams, Donna; Ellis, Joshua; Roehrig, Gillian H.; Rushton, Gregory T.
• Is Part Of: Teaching and teacher education. Volume 75(2018)
• Page Start: 174
• Page End: 186
• Publication Date: 2018-10
• Subjects: Teacher induction -- STEM teacher education -- Teacher leadership -- Online teacher learning -- Symbolic interactionism -- Reflection; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2018.06.010
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Induction training is a leading model for supporting teachers in today's challenging profession. We describe an online induction support scaffold designed around teacher leadership, and investigate how novice US teachers use leadership roles to address real-world teaching obstacles. We use symbolic interactionism as a lens to understand how teachers develop through the interplay between roles, social interactions and identity. Results indicate novice teachers can operationalize distinct teacher leader roles as early as induction, but may instinctively position their identity outside the role. Through social interactions with leadership roles, teachers moved problem-solving discourse toward a level more consistent with experienced teachers. Highlights: Teacher leadership principles can be used to scaffold induction support. Early-career teachers can use distinct teacher leader roles to discuss obstacles. Symbolic interactionism is a useful lens for group-based professional development. Teacher leader roles promote overall deeper levels of reflection. Social interactions moved problem-solving toward that of more experienced teachers.