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A constructivist pathway to teacher leadership.
Abstract
Creating lasting top down educational reform to date can be summarized as, at best, problematic. In this article we report progress on an alternative path to sustainable reform. Specifically, we share results of a longitudinal study of a two-year long professional development program grounded in constructivist principles of teacher leadership. Transformations in teacher thinking and professional identity observed in the study suggest strong promise for structuring long-range constructivist professional development practices that facilitate development of identity and problem solving as a teacher leader.
The Case for a Constructivist Approach
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Source: HighBeam Research, A constructivist pathway to teacher leadership.