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Beginning teachers? opportunities for enacting informal teacher leadership: perceptions of teachers and school management staff members

Beginning teachers? opportunities for enacting informal teacher leadership: perceptions of teachers and school management staff members

Samenvatting

Teacher leadership is often connected to experienced teachers as it is assumed that a certain level of knowledge and experience is needed. Informal teacher leadership, however, can also be expected from beginning teachers. The aim of this study is to study beginning teachers? opportunities for enacting leadership. Twelve pairs, consisting of one school management staff member (e.g. principal, administrators, head of departments) and one beginning teacher, were interviewed. For the analyses, three codes describing levels of leadership (witness, participation, ownership) were used to label the situations reported by the novices and staff members in which they experienced and observed leadership. The findings of this study show that it is possible for beginning teachers to enact leadership roles. They do, however, need to develop knowledge and skills for this purpose. To optimise these leadership competencies, teacher education programmes could consider including this more explicitly in their curriculum.

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OrganisatieHogeschool van Arnhem en Nijmegen
LectoraatEigentijds Beoordelen en Beslissen
Meervoudige Professionaliteit van Leraren
Gepubliceerd inEuropean Journal of Teacher Education Vol. 43, Pagina's: 243-257
Jaar2020
TypeArtikel
ISSN0261-9768
DOI10.1080/02619768.2019.1672654
HDL20.500.12470/1634
TaalOnbekend

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