The use of teacher leader roles in an online induction support system

Samuel J. Polizzi; Michelle Head; Donna Barrett-Williams; Joshua Ellis; Gillian H. Roehrig; Gregory T. Rushton

doi:10.1016/j.tate.2018.06.010

The use of teacher leader roles in an online induction support system

Samuel J. Polizzi, Michelle Head, Donna Barrett-Williams, Joshua Ellis, Gillian H. Roehrig, Gregory T. Rushton

Curriculum and Instruction

Research output: Contribution to journal › Article › peer-review

8 Scopus citations

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.

Original language	English (US)
Pages (from-to)	174-186
Number of pages	13
Journal	Teaching and Teacher Education
Volume	75
DOIs	https://doi.org/10.1016/j.tate.2018.06.010
State	Published - Oct 2018

Bibliographical note

Funding Information:
This work was supported in part by National Science Foundation Awards DUE-1035451 (Head), DUE-1660736 (Rushton), DUE-1340019 (Head) and DUE-0833250 (Roehrig). The authors would also like to gratefully acknowledge the financial support from Kennesaw State University and our colleagues providing valuable feedback on early drafts of this manuscript. The findings, conclusions, and opinions herein represent the views of the authors and do not necessarily represent the view of personnel affiliated with NSF.

Funding Information:
This work was supported in part by National Science Foundation Awards DUE-1035451 (Head), DUE-1660736 (Rushton), DUE-1340019 (Head) and DUE-0833250 (Roehrig). The authors would also like to gratefully acknowledge the financial support from Kennesaw State University and our colleagues providing valuable feedback on early drafts of this manuscript. The findings, conclusions, and opinions herein represent the views of the authors and do not necessarily represent the view of personnel affiliated with NSF.

Publisher Copyright:
© 2018 Elsevier Ltd

Keywords

Online teacher learning
Reflection
STEM teacher education
Symbolic interactionism
Teacher induction
Teacher leadership

Publisher link

10.1016/j.tate.2018.06.010

Find It

Find It at U of M Libraries

Cite this

@article{799f0f3609984c54bef5ff61150c7bde,

title = "The use of teacher leader roles in an online induction support system",

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.",

keywords = "Online teacher learning, Reflection, STEM teacher education, Symbolic interactionism, Teacher induction, Teacher leadership",

author = "Polizzi, {Samuel J.} and Michelle Head and Donna Barrett-Williams and Joshua Ellis and Roehrig, {Gillian H.} and Rushton, {Gregory T.}",

note = "Funding Information: This work was supported in part by National Science Foundation Awards DUE-1035451 (Head), DUE-1660736 (Rushton), DUE-1340019 (Head) and DUE-0833250 (Roehrig). The authors would also like to gratefully acknowledge the financial support from Kennesaw State University and our colleagues providing valuable feedback on early drafts of this manuscript. The findings, conclusions, and opinions herein represent the views of the authors and do not necessarily represent the view of personnel affiliated with NSF. Funding Information: This work was supported in part by National Science Foundation Awards DUE-1035451 (Head), DUE-1660736 (Rushton), DUE-1340019 (Head) and DUE-0833250 (Roehrig). The authors would also like to gratefully acknowledge the financial support from Kennesaw State University and our colleagues providing valuable feedback on early drafts of this manuscript. The findings, conclusions, and opinions herein represent the views of the authors and do not necessarily represent the view of personnel affiliated with NSF. Publisher Copyright: {\textcopyright} 2018 Elsevier Ltd",

year = "2018",

month = oct,

doi = "10.1016/j.tate.2018.06.010",

language = "English (US)",

volume = "75",

pages = "174--186",

journal = "Teaching and Teacher Education",

issn = "0742-051X",

publisher = "Elsevier Limited",

}

TY - JOUR

T1 - The use of teacher leader roles in an online induction support system

AU - Polizzi, Samuel J.

AU - Head, Michelle

AU - Barrett-Williams, Donna

AU - Ellis, Joshua

AU - Roehrig, Gillian H.

AU - Rushton, Gregory T.

N1 - Funding Information: This work was supported in part by National Science Foundation Awards DUE-1035451 (Head), DUE-1660736 (Rushton), DUE-1340019 (Head) and DUE-0833250 (Roehrig). The authors would also like to gratefully acknowledge the financial support from Kennesaw State University and our colleagues providing valuable feedback on early drafts of this manuscript. The findings, conclusions, and opinions herein represent the views of the authors and do not necessarily represent the view of personnel affiliated with NSF. Funding Information: This work was supported in part by National Science Foundation Awards DUE-1035451 (Head), DUE-1660736 (Rushton), DUE-1340019 (Head) and DUE-0833250 (Roehrig). The authors would also like to gratefully acknowledge the financial support from Kennesaw State University and our colleagues providing valuable feedback on early drafts of this manuscript. The findings, conclusions, and opinions herein represent the views of the authors and do not necessarily represent the view of personnel affiliated with NSF. Publisher Copyright: © 2018 Elsevier Ltd

PY - 2018/10

Y1 - 2018/10

N2 - 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.

AB - 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.

KW - Online teacher learning

KW - Reflection

KW - STEM teacher education

KW - Symbolic interactionism

KW - Teacher induction

KW - Teacher leadership

UR - http://www.scopus.com/inward/record.url?scp=85049109201&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85049109201&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2018.06.010

DO - 10.1016/j.tate.2018.06.010

M3 - Article

AN - SCOPUS:85049109201

SN - 0742-051X

VL - 75

SP - 174

EP - 186

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

ER -

The use of teacher leader roles in an online induction support system

Abstract

Bibliographical note

Keywords

Publisher link

Find It

Other files and links

Fingerprint

Cite this