Component 1
The first component will involve a review of the political, economic, cultural, and historical contexts of each research team member’s setting. Researcher team members will use, for example, systematic review and/or scoping review methodologies.
Systematic review (Zawacki-Richter, 2020)
Research team members will conduct a rigorous review of published documents describing the influence of teacher leaders in their political and social contexts. The purpose is to highlight current knowledge so that the ISTL II can articulate a clear rationale for the research questions and build upon previous findings.
Scoping Review (Arksey & O’Malley, 2005; Munn et al., 2022)
ISTL II researchers will map key concepts within the research area and identify main information sources, without strict limitations for search terms or study frameworks. Information sources may include refereed reports, literature reviews, and media reports. The purpose is to identify key constructs and attributes related to the political and cultural contexts of teacher leadership.
Component 2
During the second component, the ISTL research team members in different cultural contexts will select from a variety of qualitative research methodologies, including but not limited to the following.
Cross-cultural narrative inquiry (Clandinin, 2012)
ISTL II researchers will collect the stories of teacher leaders and those with whom they interact in the course of their work. Participants’ stories will be analyzed to provide a detailed reconstruction of the teacher leaders’ experiences as educational influencers.
Oral histories (Terkel, 1974; Thompson, 2000)
In alignment with the guerilla journalism manifested in Studs Terkel’s books and radio-based oral histories, the stories of teacher leaders and their associates will be collected with the purpose of identifying lessons drawn from their actions in their historical and cultural contexts.
Definitional ceremonies (White & Epston, 1990)
This component of the research will involve eliciting descriptions of teacher leaders’ experiences and subsequently facilitating the storying or re-storying of their professional experiences in a manner that is empowering for study participants.
References
Arksey, H., and O'Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
Clandinin, D.J. (Ed.). (2012). Handbook of narrative inquiry: Mapping a methodology. Sage. https://doi.org/10.4135/9781452226552
Munn, Z., Pollock, D., Khalil, H., Alexander, L., McInerney, P., Godgrey, C. M., Peters, M., and Tricco, A. C. (2022). What are scoping reviews? Providing a formal definition of scoping reviews as a type of evidence synthesis. JBI Evidence Synthesis, 20(4), 950–952. https://doi.org/10.11124/jbies-21-00483
Terkel, S. (1974). Working: People talk about what they do all day and how they feel about what they do. Pantheon.
Thompson, P. (2000). Voice of the past: Oral history. Oxford University Press.
White, M., & Epston, D. (1990). Narrative means to therapeutic ends. Norton.
Zawacki-Richter, O., Kerres, M., Bedenlier, S., Bond, M., & Buntins, K. (2020). Systematic reviews in educational research: Methodology, perspectives, and application. Springer. https://link.springer.com/book/10.1007/978-3-658-27602-7