Student teachers’ development as teacher leaders during the practicum experience

Abstract

Purpose The purpose of this paper is to explore the nature of student teachers’ development as teacher leaders during a 12-week practicum experience at Qatari government schools. Design/methodology/approach The investigation involved a qualitative research methodology entailing multiple data generation methods, including pre/post interviews, weekly journals, mid- and post-reflective essays, classroom observations and multiple assignments. Data analysis was carried out using deductive and inductive methods, by adapting the conceptual framework of teacher leadership practices, identity and views, but allowing for new analytical themes to emerge. Findings Upon initiating leadership practices, two pathways to leadership development were revealed, mediated by the presence or absence of supportive factors. Both pathways, however, led to the development of divergent teacher leadership identities and varying views toward teacher leadership. Originality/value The study includes implications for the design of initial teacher preparation programs designed to prepare student teachers as teacher leaders.

Education Stakeholders’ Viewpoints about an ESD Competency Framework: Q Methodology Research

“…Recent studies have also questioned the ability of pre-service teachers to play an agentic role during their practicum experiences, with some indicating mixed results [47][48][49]. Nonetheless, the rationales provided by our participants on the need for practical experiences have also been supported by other studies, which have shown positive outcomes when pre-service teachers participate in teacher leadership development programs during their practicum experiences [48]. Another controversial statement pertained to the design competency (statements 6).…”

Exploring perceptions of pracademics in an Arab context

“…More specifically, they supervised pre-service teachers during the 12-week practicum experience, which they carried out in government schools in Qatar. Within this context, university supervisors worked closely with pre-service teachers through seminars, discussion and reflection sessions and on-site visitations to the practicum schools (see Chaaban and Sawalhi (2020) for further details).…”