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ERIC Number: EJ1410454
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1046-560X
EISSN: EISSN-1573-1847
Identifying the Roles of Science Teacher Leaders in Practice
Sara C. Heredia; Michelle Phillips; Sarah Stallings; Ti'Era Worsley; Julie H. Yu; Carrie D. Allen
Journal of Science Teacher Education, v35 n2 p109-126 2024
Science teacher leaders have been identified as an important lever for the implementation of science education reform. However, science reform implementation is locally controlled and not uniform across districts; therefore, the work of STLs within a reform context can vary. In this descriptive case study, we explore the work of 11 science teacher leaders who support science education reform in a variety of organizational contexts. Through the analysis of multiple data sources, we describe the roles that these science teacher leaders take up in their work and identified how variation in these roles related to localized contexts and priorities for science education. We identified seven roles that science teacher leaders enacted in their work: activist, ambassador, collaborator, innovator, networker, organizer, and translator. We found that each science teacher leader prioritized one or two of these roles in their work, with other roles supporting these primary roles. While most science teacher leaders named some aspect of collaborator, networker, and ambassador as part of their work, only the district-level science leaders named translator. Furthermore, there were important differences across the science teacher leaders in our sample, which related to their district and/or school contexts. We end with suggestions for leveraging the existing variation in the work of science teacher leaders for designing professional development including opportunities for science teacher leaders to surface the various roles they occupy in their work and to provide choice in professional learning based on those roles.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1907460