The emerging educator as leader and action researcher

dc.creator	Thomas G. RYAN
dc.date	2009-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:44:36Z
dc.date.available	2015-07-20T22:44:36Z
dc.identifier	1307-9298
dc.identifier	https://doaj.org/article/a616ddaa8b0b4a8b816e802435db97ea
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/23534
dc.description	The 320 pre-service educators in this inquiry were viewed as emerging classroom teacherswho were leading while grappling with new personal experiences which informed andguided each during the pre-service year. The written account evidence supported ourresulting inferences, discussion and conclusions and demonstrated the leadership requiredwithin pre-service. It was the analysis and synthesis of practicum reflections thatilluminated core beliefs, attitudes and needs of emerging action researchers as theydeveloped a professional and personal understanding of leadership, teaching and self.
dc.language	English
dc.publisher	International Electronic Journal of Elementary Education
dc.relation	http://www.iejee.com/1_3_2009/ryan.pdf
dc.relation	https://doaj.org/toc/1307-9298
dc.source	International Electronic Journal of Elementary Education, Vol 1, Iss 3, Pp 202-217 (2009)
dc.subject	Action research
dc.subject	leadership
dc.subject	professional development
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	The emerging educator as leader and action researcher
dc.type	article