The emergence of science teacher leadership in the context of the pursuit of teaching science for social justice.
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| Title: | The emergence of science teacher leadership in the context of the pursuit of teaching science for social justice. |
|---|---|
| Authors: | Lisy, Emily1 (AUTHOR) emily.lisy@uconn.edu, Campbell, Todd1 (AUTHOR), Park, Byung‐Yeol2 (AUTHOR) |
| Source: | School Science & Mathematics. Oct2025, Vol. 125 Issue 5, p569-582. 14p. |
| Subject Terms: | *Teacher leadership, *Educational equalization, *Science teachers, *Qualitative research, *Teacher development, *Pedagogical content knowledge, Social justice, Communities of practice |
| Abstract: | As a result of more recent events connected to the ongoing and lasting legacy of systemic racism in our society and the sparsity of research focused on both disciplinary teacher leadership (TL) and centering social justice and equity in teacher leadership literature reviews, this research investigated the ways in which science teacher leadership (STL) emerged in the context of a science department engaged in a year‐long professional learning experience aimed at teaching science for social justice. Drawing on a community of practice teacher leadership identity model as a theoretical framework and qualitative research methods, we sought to characterize STL that centered social justice. Written teacher reflections, semi‐structured interviews, and science lessons were collected from the six female science teachers and a female school administrator. The research revealed how STL supportive of teaching science for social justice was grounded in, among other characterizations of teacher leadership, competences like content and pedagogical knowledge, performances like inclusiveness and lesson design, and support from the structure of the year‐long professional learning, and engagement in a community of practice. This research provides insights into the complex characterization and emergence of STL. [ABSTRACT FROM AUTHOR] |
| Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188427841 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The emergence of science teacher leadership in the context of the pursuit of teaching science for social justice. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Lisy%2C+Emily%22">Lisy, Emily</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> emily.lisy@uconn.edu</i><br /><searchLink fieldCode="AR" term="%22Campbell%2C+Todd%22">Campbell, Todd</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Park%2C+Byung‐Yeol%22">Park, Byung‐Yeol</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22School+Science+%26+Mathematics%22">School Science & Mathematics</searchLink>. Oct2025, Vol. 125 Issue 5, p569-582. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+leadership%22">Teacher leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+teachers%22">Science teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+practice%22">Communities of practice</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: As a result of more recent events connected to the ongoing and lasting legacy of systemic racism in our society and the sparsity of research focused on both disciplinary teacher leadership (TL) and centering social justice and equity in teacher leadership literature reviews, this research investigated the ways in which science teacher leadership (STL) emerged in the context of a science department engaged in a year‐long professional learning experience aimed at teaching science for social justice. Drawing on a community of practice teacher leadership identity model as a theoretical framework and qualitative research methods, we sought to characterize STL that centered social justice. Written teacher reflections, semi‐structured interviews, and science lessons were collected from the six female science teachers and a female school administrator. The research revealed how STL supportive of teaching science for social justice was grounded in, among other characterizations of teacher leadership, competences like content and pedagogical knowledge, performances like inclusiveness and lesson design, and support from the structure of the year‐long professional learning, and engagement in a community of practice. This research provides insights into the complex characterization and emergence of STL. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188427841 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/ssm.12662 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 569 Subjects: – SubjectFull: Teacher leadership Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Science teachers Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Pedagogical content knowledge Type: general – SubjectFull: Social justice Type: general – SubjectFull: Communities of practice Type: general Titles: – TitleFull: The emergence of science teacher leadership in the context of the pursuit of teaching science for social justice. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Lisy, Emily – PersonEntity: Name: NameFull: Campbell, Todd – PersonEntity: Name: NameFull: Park, Byung‐Yeol IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00366803 Numbering: – Type: volume Value: 125 – Type: issue Value: 5 Titles: – TitleFull: School Science & Mathematics Type: main |
| ResultId | 1 |
