A Community of Practice Model as a Theoretical Perspective for Teacher Leadership
Document Type
Article
Publication Date
2022
Abstract
Comprehensive reviews of empirical research on teacher leadership have revealed that this body of research remains grounded in what might be described as, at best, a weak theoretical base. This article seeks to address this by proposing a theoretical framework based on social learning theory, communities of practice, and identity and iterated through the examination of a small group of teacher leaders. In the end, we believe our proposed theoretical model serves as an important first step that will allow the field to move away from a list of things that teacher leaders ‘do’ to context-specific work that has meaning due to communities and their pursuits, and provides a means by which we could observe the development of teacher leader identity over time.
Publication Information
Campbell, Todd; Wenner, Julianne A.; Brandon, Latanya; and Waszkelewicz, Molly. (2022). "A Community of Practice Model as a Theoretical Perspective for Teacher Leadership". International Journal of Leadership in Education, 25(2), 173-196. https://doi.org/10.1080/13603124.2019.1643500