Lori A. Caudle，Mary Jane Moran，Melody K. Hobbs

Abstract：In this article, the authors use an explanatory narrative of participation and transformation across two consecutive early childhood communities of practice to chronicle the evolution of a teacher leader, Michelle. This narrative illustrates how the continuity of experience spawned her development from apprentice toward an agentic teacher leader, characterized by an ethical ideal, disposition of lifelong learner, and participation in joint endeavors. Through blog excerpts, interviews, journal reflections, and meeting dialogues, the authors reveal how Michelle constructed and reconstructed her leadership roles through individual and collective inquiry grounded in daily practices. Through this process, Michelle strived to help others reach their truths about teaching and learning while concurrently developing her own. Implications for future research include investigating what conditions influence teachers’ abilities to emerge as leaders who, through navigating diverse collaborative contexts, form new knowledge about themselves in relation to others.

总结：在这篇文章中，作者用参与和转型跨越两个解释性说明连续早教社区编年史老师领导的演变。这个故事说明了经验的连续性催生了米歇尔老师的发展，从 对徒弟的agentic老师的领导者，其特点是一种道德理想，处置终身学习，并参与共同努力。通过博客，摘编，访谈，日记反射并满足对话中，作者揭示了米歇尔如何构建和重建她的领导通过个人和集体探究角色植根于日常生活。通过这个过程，米歇尔努力去帮助别人达到教导他们真理和学习，同时兼任开发她自己的目的。

来源：Association of Teacher Educators