Document Type
Article
Publication Date
Spring 2020
Keywords
literacy leaders, literacy leadership, literacy teacher educators
Abstract
Literacy teacher educators must actively engage as literacy leaders who are advocates for literacy, continuous professional learners, and responsive leaders. However, the literature base for literacy leadership is narrow and does not specifically address literacy teacher educators. To address this research gap, the current study explored current literacy leadership practices of literacy teacher educators and challenges they encounter during their literacy leadership pursuits. Using a survey research design, quantitative and qualitative data were collected among 65 experienced literacy teacher educators affiliated with university-based teacher preparation programs located in the South Central United States. Quantitative data were tabulated and reported as frequencies, and qualitative data were analyzed using three levels of coding. Findings revealed preliminary understandings about the literacy leadership practices of literacy teacher educators and pointed to three practical implications for teacher preparation programs administrators and leaders of professional organizations.
Repository Citation
Sharp, Laurie A.; Raymond, Roberta D.; and Piper, Rebekah E., "Exploring the Literacy Leadership Practices of Literacy Teacher Educators" (2020). Reading Faculty Publications. 9.
https://digitalcommons.tamusa.edu/read_faculty/9
Comments
Originally published as:
Sharp, L., Raymond, R., & Piper, R. (2020). Exploring the Literacy Leadership Practices of Literacy Teacher Educators. The Teacher Educators’ Journal, 12-30.