The role of agency in the development of a teacher leadership stance among student teachers during the practicum experience

The purpose of this qualitative study was to explore the way student teachers enacted agency to facilitate the development of a teacher leadership stance during a 12-week practicum experience. Data collection included pre-and post-interviews, weekly journals, mid- and post-reflective essays, classro...

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Bibliographic Details
Published in:Research in Post-Compulsory Education 2020-04, Vol.25 (2), p.171-192
Main Authors: Chaaban, Youmen, Sawalhi, Rania
Format: Article
Language:English
Subjects:
Classroom Observation Techniques
Foreign Countries
Instructional Leadership
practicum experience
Practicums
Preservice Teacher Education
Preservice Teachers
Pretests Posttests
Qatar
Qualitative research
Student Development
Student Empowerment
Student teachers
teacher agency
Teacher Improvement
Teacher Leadership
Teacher leadership stance
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Summary:The purpose of this qualitative study was to explore the way student teachers enacted agency to facilitate the development of a teacher leadership stance during a 12-week practicum experience. Data collection included pre-and post-interviews, weekly journals, mid- and post-reflective essays, classroom observations, and multiple assignments from seven student teachers completing their final semester at the national university in Qatar. Findings revealed three patterns in student teachers' enactment of agency during the process of developing a teacher leadership stance. By making choices and taking actions, student teachers supported their personal learning, their growth as a teacher, and their commitment to the teaching community. Accordingly, student teachers revealed three manifestations of a teacher leadership stance, namely a clear leadership stance, a developing leadership stance, and no leadership stance. Exploring the potential of a practicum experience with a focus on teacher leadership provided a nuanced understanding of possibilities and limitations, both personal and contextual. Implications for teacher education are further discussed.
ISSN:1359-6748
1747-5112
DOI:10.1080/13596748.2020.1742987