Teacher-Driven Professional Learning as a Vehicle for Teacher Leadership: A Qualitative Study of Participant Leadership roles in Ontario’s Teacher Learning and Leadership Program
Over the past 20 years, a host of formalized teacher leadership programs have emerged in response to numerous calls for the re-culturing (Fullan, 2001) and re-professionalization (Hargreaves, 2000) of teaching. That being said, very little research has explored the manner in which such programs hav...
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| Format: | Article |
| Language: | English |
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Canadian Society for Studies in Education
2014-12-01
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| Series: | Canadian Journal for New Scholars in Education |
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| Online Access: | https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/30620 |