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dc.contributor.authorAlho, Janni
dc.contributor.authorHanhimäki, Eija
dc.contributor.authorEskelä-Haapanen, Sirpa
dc.date.accessioned2023-09-25T07:16:59Z
dc.date.available2023-09-25T07:16:59Z
dc.date.issued2023
dc.identifier.citationAlho, J., Hanhimäki, E., & Eskelä-Haapanen, S. (2023). Finnish Student Teachers’ Perceptions of Their Leadership Development in a Study Group Intervention to Enhance Their Teacher Leadership. <i>Journal of Research on Leadership Education</i>, <i>OnlineFirst</i>. <a href="https://doi.org/10.1177/19427751231200161" target="_blank">https://doi.org/10.1177/19427751231200161</a>
dc.identifier.otherCONVID_185008247
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/89233
dc.description.abstractThis 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSAGE Publications
dc.relation.ispartofseriesJournal of Research on Leadership Education
dc.rightsCC BY 4.0
dc.subject.otherteacher leadership
dc.subject.otherstudy group intervention
dc.subject.otherteacher leadership skills development
dc.subject.othercollaboration
dc.subject.otherclass teacher education
dc.titleFinnish Student Teachers’ Perceptions of Their Leadership Development in a Study Group Intervention to Enhance Their Teacher Leadership
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202309255241
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineHyvinvoinnin tutkimuksen yhteisöfi
dc.contributor.oppiaineSchool of Wellbeingen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn1942-7751
dc.relation.volumeOnlineFirst
dc.type.versionpublishedVersion
dc.rights.copyright© The Author(s) 2023
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumberOKM/99/592/2018
dc.subject.ysojohtajuus
dc.subject.ysoosaaminen
dc.subject.ysojohtaminen
dc.subject.ysoopettajat
dc.subject.ysoopettajankoulutus
dc.subject.ysoyhteistyö
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p8420
jyx.subject.urihttp://www.yso.fi/onto/yso/p8343
jyx.subject.urihttp://www.yso.fi/onto/yso/p554
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
jyx.subject.urihttp://www.yso.fi/onto/yso/p6334
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1177/19427751231200161
dc.relation.funderMinistry of Education and Cultureen
dc.relation.funderOpetus- ja kulttuuriministeriöfi
jyx.fundingprogramOthersen
jyx.fundingprogramMuutfi
jyx.fundinginformationThis study was supported by the Department of Teacher Education in the Faculty of Education and Psychology, University of Jyväskylä, and financed by the Finnish Ministry of Education and Culture [OKM/99/592/2018].
dc.type.okmA1


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