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Abstract
This study explored how untenured teachers define the concept of teacher leadership and how this understanding is evidenced in day-to-day practice. Results suggest that new teachers view teacher leadership as activities necessary for promotion to higher-level administrative roles. Much less consideration was given to the notion of teacher leadership as a means to promote social justice or socially just teaching. These findings are posited as useful to those who work with new teachers through induction or teacher education programs.
Keywords novice teacher, teacher beliefs, teacher leadership
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