Teacher Change in a Teacher Leadership Program Centered Around Culturally Responsive Pedagogies

• In Event: Roundtable Session 5
  In Roundtable Session: Learning From Teacher Leader Preparation Programs

Abstract

This paper describes the development of culturally responsive pedagogies and perspectives among a cohort of teachers enrolled in a teacher leader graduate program with a diversity literacy component. Using a multicase study design informed by complexity theory and sociocultural perspectives, this research documents the impact of a university-based teacher leadership program developed in collaboration with a local school district and the Colleges of Arts and Sciences as well as Education. Findings located challenges to and opportunities for teacher learning and leadership development and demonstrated the need for a range of course experiences and content.

Author

• Mary Shelley Thomas, University of Louisville