Teacher Leaders Negotiating Equity-Centered Change: Empowerment and Development through Action Research
Document Type
Article
Publication Date
Fall 2012
Abstract
This qualitative research study examined the experiences of five teacher leaders enrolled in an instructional leadership master’s degree cohort who engaged in equity-focused action research. Specifically, the study focused on How do teacher leaders describe their development as equity-centered leaders after engaging in action research? Findings point to how teacher leaders became empowered and increased in their confidence to advocate for change. The teacher leaders also discussed the development of an equity-centered teacher leadership pedagogy that included: focusing on beliefs before pedagogy, using an asset-based view of teachers, and valuing voices of color.
Citation / Publisher Attribution
Journal of Research in Education, v. 22, issue 2, p. 74-102
Scholar Commons Citation
Jacobs, Jennifer, "Teacher Leaders Negotiating Equity-Centered Change: Empowerment and Development through Action Research" (2012). Teaching and Learning Faculty Publications. 56.
https://digitalcommons.usf.edu/tal_facpub/56
