Professional development and job-embedded collaboration: how teachers learn to exercise leadership

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Development of teacher leadership identity: A multiple case study (2017, background): “Whereas principals and other administrators have been considered the primary (and often sole) ‘leaders’ in schools throughout most of the 20th century, the concept and practice of ‘teacher leadership’ has gained increasing attention in recent years (Barth, 2001; Beachum & Dentith, 2004; Hunzicker, 2”
Teacher collaboration for change: sharing, improving, and spreading (2020, background): “The current article supports the premise that teachers develop their various competences such as pedagogical knowledge and skills, subject-specific knowledge, and leadership skills through jobembedded collaborative activities (e.g. Collinson 2012, Hunzicker 2012).”
The Theoretical and Empirical Basis of Teacher Leadership (2017, methodology): “As far as creating a culture that supported teacher leadership, principals who attempted to encourage norms such as trust or an ethic of care (Beachum & Dentith, 2004), shared leadership (Gonzales, 2004), penalty-free risk-taking (Brosky, 2011), and continuous learning (Hunzicker, 2012) in their sch”