The emerging educator as leader and action researcher

Main Article Content

Thomas G. Ryan


The 320 pre-service educators in this inquiry were viewed as emerging classroom teachers
who were leading while grappling with new personal experiences which informed and
guided each during the pre-service year. The written account evidence supported our
resulting inferences, discussion and conclusions and demonstrated the leadership required
within pre-service. It was the analysis and synthesis of practicum reflections that
illuminated core beliefs, attitudes and needs of emerging action researchers as they
developed a professional and personal understanding of leadership, teaching and self.


Download data is not yet available.

Article Details

How to Cite
RYAN, Thomas G.. The emerging educator as leader and action researcher. International Electronic Journal of Elementary Education, [S.l.], v. 1, n. 3, p. 202-217, aug. 2017. ISSN 1307-9298. Available at: <>. Date accessed: 16 jan. 2019.


Boudreau, P. (1999). The supervision of a student teacher as defined by cooperating
teachers. Canadian Journal of Education, 24(4), 454-459.
Cantrell, G., & Cantrell, G. L. (2003). Teachers teaching teachers. New York, NY: Peter
Carr, W., & Kemmis, S. (1986). Becoming critical: knowing through action research.
Geelong, Victoria: Deakin University Press.
Clandinin, D.J. (2007). Teacher as knowledge composer: More complex than a question of
knowledge for teachers. Paper presented at the Ontario Teachers Federation/Ontario
association of Deans of Education Conference at Toronto, Ontario, Canada, January
26-27, 2007.
Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners: Narratives of
experience. Toronto, ON: OISE Press.
Corey, S.M. (1949). Action research, fundamental research and educational practices.
Teachers College Record, 50, 509-14.
Crews, N, N., & Glascott, K. P. (1998). A teaching philosophy: Rhetoric or reality?
Childhood Education, 74 (4), 232-234.
Crowther, F., Kaagan, S., Ferguson, M., & Hann, L. (2002). Developing teacher leaders:
How teacher leadership enhances school success. California: Corwin Press, Inc.
Dewey, J. (1916). Democracy and education. New York, NY: Macmillan.
Edwards, B. S. (2000). The challenges of implementing innovation. The Mathematics
Teacher, 93(9), 777-781.
Fullan, M. (2001). Leading in a culture of change. SanFrancisco, CA: Jossey-Bass.
Fullan, M., & Hargreaves, A. (1991). What’s worth fighting for? Working together for your
school. Toronto, ON: Ontario Public School Teachers Federation.
Harris, M., Cavanagh, R. F., Giddings, G. J., & Reynolds, R. F. (2004). Understanding what
principals value about leadership, teaching and learning: A philosophical approach.
Paper presented at the Australian Association for Research in Education: Melbourne,
Henniger, M. L. (2004). The teaching experience: An introduction to reflective practice.
Upper Saddle River, NJ: Pearson, Merill Prentice Hall.
Hopkins, D. (1993). A teacher's guide to classroom research (2nd ed.). Philadelphia, PA:
Open University Press.
Kouzes, J. & Posner, B. (1995). An instructor’s guide to the leadership challenge [Electronic
Version]. The Jossey-Bass Management Series. Retrieved January 14, 2006 from
Levin, J., & Nolan, J. F. (2004). Principles of classroom management: A professional
decision-making model. (4th Ed.). New York: Allyn & Bacon.
McCormack, A. (2001). Investigating the impact of an internship on the classroom
management beliefs of preservice teachers. The Professional Educator,23(2), 11-21
McMullen, M. B., & Alat, K. (2002). Education matters in the nurturing of the beliefs of
preschool caregivers and teachers. Early Childhood Research and Practice, 4 (2).
Retreived August 15, 2006 from
Naested, I., Potvin, B., & Waldron. (2004). Understanding the landscape of teaching.
Toronto, ON: Pearson-Prentice Hall.
Onwuegbuzie, A. J., Witcher, A. E., James, T. L., & Minor, L. C. (2002). Changes in teacher
candidates' beliefs about education. Academic Exchange Quarterly, 6 (3), 136-140.
Parkay, F. W., Hardcastle-Stanford, B., Vaillancourt, J. P. & Stephens, H. C. (2004).
Becoming a teacher. (2nd Canadian Ed.). Toronto, ON: Pearson.
Parsons, R. D. & Brown, K. S. (2002). Teacher as reflective practitioner and action
researcher. Toronto, ON: Wadsworth/Thomson Learning.
Peters, R. S. (1959). Authority, responsibility and education. London: Falmer Press.
Petress, K. C. (2003). An educational philosophy guides the pedagogical process. College
Student Journal, 37(1), 128-135.
Phillips, D. C. (1998). John Dewey’s the child and the curriculum: A century later. The
Elementary School Journal, 98(5), 403-415.
Piaget, J. (1950). Origins of intelligence in children. New York, NY: Norton.
Pryor, C. R., Sloan, K., & Amobi, F. (2007). Three professors’ teaching philosophy of
education: Strategies and considerations for undergraduate courses. The Journal of
Scholarship of Teaching and Learning, 7(1) 77-101.
Russell, T. & Mcpherson, S. (2001). Indicators of success in teacher education: A review and
analysis of recent research, Paper presented at the Pan-Canadian Education Research
Agenda Symposium Teacher Education/Educator Training: Current Trends and
Future Directions (May 22-23, 2001) Laval University, Quebec City
Ryan, T. G. (2006). The reflexive classroom manager. (2nd ed.). Calgary, Ab.: Temeron
Ryan, K., & Cooper, J. M. (2004). Those who can, teach. (10th ed.). New York: Houghton
Schoonmaker, F. (1998). Promise and possibility: Learning to teach. Teachers College
Record, 99, 559 - 591.
Sfard, A. (2003). Balancing the unbalanceable: The NCTM standards in light of theories of
learning mathematics. In J. Kilpatrick, W. G. Martin, & D. Schifter (Eds.), A research
companion to Principles and Standards for School Mathematics (pp. 353-392). Reston,
VA: National Council of Teachers of Mathematics.
Terry, P. (1999). Empowering teachers as leaders [Electronic Version]. National Forum of
Teacher Education Journal,10E(3). Retrieved on May 11, 2006 from>
Vygotsky, L. S. (1978). Thinking and speech. In R. W. Rieber & A. S. Carton (Eds.), The
collected works of L. S. Vygotsky (pp. 39-243). New York: Plenum Press.
Webster, S. R. (2004). Changing pre-service teachers' purposes of education through
existential crises. Australian Journal of Education, 48(1), 82-95.
Witcher, A. E., Sewall, A. M., Arnold, L. D., & Travers, P. D. (2001). Teaching, leading,
learning: It’s all about philosophy. The Clearing House, 74(5), 277-284.
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings
from two decades of scholarship [Electronic Version]. Review of Educational Research,
3, 255-316.