Finnish Student Teachers’ Perceptions of Their Leadership Development in a Study Group Intervention to Enhance Their Teacher Leadership

Abstract

This study, conducted within a Finnish teacher education program, examined student teachers’ perceptions of their skills development in a study group intervention designed to enhance their teacher leadership. Data were collected via semi-structured focus group interviews with the student teachers (n = 15) and examined using qualitative content analysis. Katzenmeyer and Moller’s leadership development for teachers model was utilized as the theoretical framework. The results indicate that through collaboration, the student teachers developed leadership skills, especially in personal assessment and influencing strategies, but need more support to be able to better recognize these skills as leadership skills.