Transformative Inquiry Pilot Study: Fostering Teacher Leadership, Advocacy & Agency

• In Event: AERA Roundtable Session Wednesday 7:45 am
  In Roundtable Session: Leadership at Equity Intersections: Minoritized Identity, Gender, Resilience, and Advocacy

Abstract

This pilot study begins to explore how teachers develop their agency, professional identity, leadership and advocacy skills through classroom-based inquiry projects in a master's program focused on equity and bilingualism. Using mixed methods, we analyzed written reflections from three teachers of color and evaluated changes in teachers’ responses across the program. Findings revealed consistent growth in expressions of agency, leadership, and advocacy, but mixed development in teacher and researcher identity. Quantitative scale scores supported these trends, while qualitative analysis revealed that growth was most evident in participants’ ability to reflect on their evolving roles. Findings will inform future studies’ design and offer insights into how teacher inquiry fosters professional development within classrooms and schools.
Topics: Teacher Leadership, Professional Development, Advocacy

Authors

• Teresa Bruno Warkentin, University of Colorado - Boulder

• Karen Crofton, University of Colorado - Boulder

• Deborah K. Palmer, University of Colorado - Boulder