A transformative professional learning meta-model to support leadership learning and growth of early career teachers
King, FionaORCID: 0000-0001-5749-1435 and Holland, EimearORCID: 0000-0002-2160-9128
(2022)
A transformative professional learning meta-model to support leadership learning and growth of early career teachers.
International Journal of Leadership in Education
.
ISSN 1360-3124
This paper explores leadership learning of seven early career
teachers who attended eight leadership for inclusion community of
practice (LIn-CoP) workshops in the Republic of Ireland. A meta
model was used to inform this research drawing upon a community
of practice approach using participatory action learning action
research processes, evidence-based frameworks of teacher leader
ship development (focused on growth as a teacher, researcher,
leader and personal growth) and the six facets of equity to support
inclusion. Findings attest to enhanced individual competencies;
growth as a teacher, researcher, leader and personal growth, with
no one growth aspect more important than another. This paper
adds to the existing research showing how certain growth aspects
were more aligned to evolving needs at particular points in
a teacher’s professional learning journey. Furthermore, growth
was influenced by teachers’ personal and contextual challenges
and needs thus questioning existing research on the use of the
leadership development framework within PLCs in schools.
Findings contribute empirical evidence of leadership learning
among early career teachers, when prospectively using the frame
work, within a school university partnership model. The study
answers the call for research into models of professional learning
to empower teacher leadership through using the meta-model of
professional learning.