The underlying assumption of this chapter is that the pedagogical leadership of school principals is a cornerstone for preservice and practicing teachers’ professional education in schools. The theory–practice divide in teachers’ performance (Koutselini & Persianis, 2000) can be overcome by changing the school ethos and culture from loose associations of students and teachers to communities of learning, a shift which cannot be achieved unless school principals value this effort and support teachers’ leadership in the learning communities of schools. The in-service training program RELEASE, which was funded by the European Committee (Project ID: EACEA-521386: Toward achieving Self-REgulated LEArning as a core in teachers’ In-SErvice training in Cyprus) is presented as an effective project for developing teachers’ leadership, as well as a rewarding experience for student teachers during their School Experience Program or Practicum. The program lasted one school year and aimed to enhance both the school principals’ pedagogic role in supporting participating teachers’ (preservice and in-service teachers’) professional development and leadership for changing teaching routines and enhancing students’ performance. This project productively shaped the life and work of schools, forming a foundation for powerful preservice pedagogies that will follow.
Koutselini, M. (2015), "Empowering Principals and Teachers to Develop Participatory Teacher Leadership in Cyprus: Toward a Meta-Modern Paradigm of Teacher and Preservice Teacher Development", International Teacher Education: Promising Pedagogies (Part B) (Advances in Research on Teaching, Vol. 22B), Emerald Group Publishing Limited, pp. 71-87. https://doi.org/10.1108/S1479-368720150000025015Download as .RIS
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