Teacher-Driven Professional Learning as a Vehicle for Teacher Leadership: A Qualitative Study of Participant Leadership roles in Ontario's Teacher Learning and Leadership Program
Over the past 20 years, a host of formalized teacher leadership programs have emerged in response to numerous calls for the re-culturing (Fullan, 2001) and re-professionalization (Hargreaves, 2000) of teaching. That being said, very little research has explored the manner in which such programs have...
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Canadian Society for Studies in Education,
2014-12-01T00:00:00Z.
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