Article
Teachers as leaders: The impact of teacher leadership supports for beginning teachers in an online induction program
Journal of Technology and Teacher Education
(2017)
Abstract
Induction programs have become a leading model of providing coherent, targeted support for beginning teachers who are most at risk for leaving the profession. This comparison study assessed the impact of a designed teacher leadership intervention to support beginning teachers’ reflective practices and their use of network social capital in an online induction program. Teachers who used teacher leadership roles in a structured response activity to provide critical feedback to their peers not only engaged in higher-level reflection on their teaching practice, but also enjoyed more open social networks than teachers who did not receive the same teacher leadership supports. These results carry important implications for designers of online learning environments who wish to promote critical thinking and community among their participants.
Publication Date
July, 2017
Citation Information
Joshua A Ellis, Samuel J Polizzi, Gillian H Roehrig and Gregory T Rushton. "Teachers as leaders: The impact of teacher leadership supports for beginning teachers in an online induction program" Journal of Technology and Teacher Education Vol. 25 Iss. 3 (2017) p. 245 - 272 ISSN: 1059-7069 Available at: http://works.bepress.com/joshua-ellis/9/