A Narrative Analysis of Scholar-Practitioner Teacher Leadership Preparation

Abstract

This study moves from theory to practice to theory. Through multiple narratives, I present how theory and practice work together to produce praxis defined as critical pedagogy. The story takes place through my experience as teacher and researcher, but it shows how the theory takes place in practice on many different levels. I present a critical reflective-reflexive narrative analysis of teacher preparation from my point of view as teacher and scholar, transitioning from middle school teaching practice and the scholar-practitioner leadership doctoral program to university teaching practice. Postformal inquiry and narrative methods provide readers a rich description of the epistemology and context of scholar-practitioner leadership from an experiential point of view.