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Student teachers’ development as teacher leaders during the practicum experience

Youmen Chaaban (AZM University, Tripoli, Lebanon)
Rania Sawalhi (Department of Education, Qatar University, Doha, Qatar)

Journal of Applied Research in Higher Education

ISSN: 2050-7003

Article publication date: 31 December 2019

Issue publication date: 15 December 2020

175

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.

Keywords

Citation

Chaaban, Y. and Sawalhi, R. (2020), "Student teachers’ development as teacher leaders during the practicum experience", Journal of Applied Research in Higher Education, Vol. 12 No. 5, pp. 927-942. https://doi.org/10.1108/JARHE-04-2019-0093

Publisher

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Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

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