Student Teachers’ Leadership Development in a Finnish Class Teacher Education Program
Alho, J., Hanhimäki, E., & Eskelä-Haapanen, S. (2023). Student Teachers’ Leadership Development in a Finnish Class Teacher Education Program. Journal of Teacher Education and Educators, 12(2), 151-170. https://dergipark.org.tr/en/pub/jtee/issue/79750/1197231
Julkaistu sarjassa
Journal of Teacher Education and EducatorsPäivämäärä
2023Oppiaine
Opettajien koulutuksen tutkimus (opetus, oppiminen, opettajuus, oppimispolut, koulutus)Hyvinvoinnin tutkimuksen yhteisöTeacher education research (teaching, learning, teacher, learning paths, education)School of WellbeingTekijänoikeudet
© 2023 the Authors
This case study examined student teachers’ (n = 5) leadership development in a Finnish class teacher education program. The study focused on identifying the student teachers’ individual approaches to leadership development and examining how they developed their leadership during teacher education, including their reflections on the achieved leadership development. The data were collected with motivation letters written by the student teachers and semi-structured individual interviews. The analysis methods comprised qualitative content analysis with inductive reasoning and typologization. The results revealed student teacher types representing three different approaches to leadership development: competence-, personality-, and context-driven. The student teachers developed their leadership during teacher education in alignment with their individual approaches and utilized the study program diversely in this process. Student teachers who presented a competence-driven approach estimated their achieved leadership development to be relatively weaker. Furthermore, pre-service teachers possess individual leadership development motivations and goals and the capability to facilitate their own professional development in alignment with these goals. This study contributes to the literature by focusing on the individual nature of leadership development in initial teacher education and by addressing this as a matter to be considered in designing how to support pre-service teachers’ professional (leadership) development in the future.
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Julkaisija
İlknur GökçeISSN Hae Julkaisufoorumista
2147-0456Asiasanat
Alkuperäislähde
https://dergipark.org.tr/en/pub/jtee/issue/79750/1197231Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/206904970
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Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Opetus- ja kulttuuriministeriöRahoitusohjelmat(t)
MuutLisätietoja rahoituksesta
This study was supported by the Department of Teacher Education in the Faculty of Education and Pedagogy, University of , and by the Finnish Ministry of Education and Culture [OKM/99/592/2018].Lisenssi
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