ABSTRACT

This case study qualitatively examines the process and outcomes of teacher-initiated professional development through the experiences of an action research collective. Following the group over the course of two years, findings detail how a voluntary group of colleagues organised and experienced leading their own professional development. Through exploration of how a novice teacher developed in her leadership for learning and shifted in her teacher identity, the findings also highlight the powerful role of teacher professional motivation to learn, particularly with colleagues seen as student-first. The study also notes the supports necessary for the collective’s progress. As school and district-level systems move to more greatly recognise teachers as central to capacity-building efforts, this study contributes to our understanding of teacher leadership for learning and suggests that the dynamic nature of teacher leadership and teacher learning is a powerful intersection for transforming teacher identity and practices.

摘要

本案例研究通过行动研究集体的经验，定性地检验了教师发起的专业发展的过程和结果。在两年的时间里跟随小组，调查结果详细说明了一个自愿的同事小组是如何组织和体验领导他们自己的专业发展的。通过探索新手教师如何发展她的学习领导力并转变她的教师身份，研究结果还强调了教师专业学习动机的强大作用，特别是对于被视为学生至上的同事。该研究还指出了集体进步所必需的支持。随着学校和学区级系统越来越认识到教师是能力建设工作的核心，