The emergence of science teacher leadership in the context of the pursuit of teaching science for social justice

As a result of more recent events connected to the ongoing and lasting legacy of systemic racism in our society and the sparsity of research focused on both disciplinary teacher leadership (TL) and centering social justice and equity in teacher leadership literature reviews, this research investigated the ways in which science teacher leadership (STL) emerged in the context of a science department engaged in a year‐long professional learning experience aimed at teaching science for social justice. Drawing on a community of practice teacher leadership identity model as a theoretical framework and qualitative research methods, we sought to characterize STL that centered social justice. Written teacher reflections, semi‐structured interviews, and science lessons were collected from the six female science teachers and a female school administrator. The research revealed how STL supportive of teaching science for social justice was grounded in, among other characterizations of teacher leadership, competences like content and pedagogical knowledge, performances like inclusiveness and lesson design, and support from the structure of the year‐long professional learning, and engagement in a community of practice. This research provides insights into the complex characterization and emergence of STL.