Examining the Situative Progression of Teachers' Novice-To-Expert Development in Education Policy

被引：2

作者：

Hite, Rebecca L. ^{[1
,5
]}

Johnson, Levi ^{[2
]}

Gottlieb, Jessica ^{[2
]}

McNaughtan, Jon ^{[3
]}

Velasco, Richard Carlos L. ^{[4
]}

机构：

[1] Texas Tech Univ, Coll Educ, Dept Curriculum & Instruct, Sci Educ, Lubbock, TX USA

[2] Texas Tech Univ, Coll Educ, Dept Educ Psychol, Educ Leadership Policy, Lubbock, TX USA

[3] Texas Tech Univ, Coll Educ, Dept Educ Psychol Leadership & Counseling, Higher Educ, Lubbock, TX USA

[4] Univ Oklahoma, Dept Instructional Leadership & Acad Curriculum, Math Educ, Norman, OK USA

[5] Texas Tech Univ, Coll Educ, 3002 18th St, Lubbock, TX 79409 USA

来源：

EDUCATIONAL FORUM | 2024年 / 88卷 / 02期

关键词：

policy; professional development; situative theory; teacher leadership; PROFESSIONAL-DEVELOPMENT; SCIENCE-EDUCATION; LEADERSHIP; ADVOCACY; MODEL;

D O I：

10.1080/00131725.2023.2231995

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Professional development in policy for K-12 teachers is relatively rare despite the indelible role that teachers play in policy implementation. This study describes the experiences of five teachers who completed the 10-month Texas Education Policy Fellowship Program. Results showed that the experienced classroom teachers garnered the most policy knowledge, situated leadership development, and networks. Additionally, they sought new professional development, and provided input to policy processes locally and with other teachers.

引用

页码：151 / 169

页数：19