AI 中文总结
该研究通过对高中物理教师凯拉的纵向叙事案例研究，探讨其在实践社区中领导者身份发展。借助多数据源确定四个维度，发现社区成员身份助其转变，推动课程并增女生参与，凸显叙事案例研究对理解教师领导力发展的价值。
AI 中文摘要
本纵向叙事性案例研究考察了高中物理教师凯拉在参与一个实践社区的五年间领导者身份的发展。借助多种数据源，我们追踪了她的参与如何从课堂层面的实践发展到更广泛的机构影响。确定了领导力身份发展的四个相互关联的维度：个人、社会、实践和机构文化变革。研究结果表明，实践社区成员身份提供了集体合法性和关系支持，使凯拉能够从身份协商转向转变，成功推动了大学预修物理课程并增加了女生的参与度。本研究通过展示身份视角对于理解教师领导力作为一个渐进的、社会促成过程的价值，为教师专业学习文献做出了贡献。纵向设计揭示了横断面研究常常模糊的变革条件，凸显了叙事性案例研究作为一种记录教师领导力身份随时间发展的有效方法。
英文摘要
This longitudinal narrative case study examines the leadership identity development of Kayla, a female high school physics teacher, across five years of participation in a community of practice (CoP). Drawing on multiple data sources, we trace how her participation evolved from classroom-level practice to broader institutional influence. Four interconnected dimensions of leadership identity development were identified: personal, social, practice, and institutional culture change. Findings show how CoP membership provided collective legitimacy and relational support that enabled Kayla to move beyond identity negotiation toward transformation , successfully advocating for an AP Physics course and increasing female student participation. This study contributes to teacher professional learning literature by demonstrating the value of an identity lens for understanding teacher leadership as a gradual, socially enabled process. The longitudinal design reveals transformative conditions that cross-sectional studies often obscure, highlighting narrative case study as a productive methodology for capturing teacher leadership identity development over time.
Comments40 pages including figures tables and references
