Evolving perspective(s) of Teacher Leadership: an exploration of Teacher Leadership for inclusion at preservice level in the Republic of Ireland
Year: 2017
Type: other
Abstract: There is an increasing body of literature that extols the virtues of teacher leadership despite\nthe concept remaining underdeveloped and under-theorised (King & Stevenson 2017; Torrance 2013).\nAcknowledging the dearth of literature exploring the development of teacher leadership at preservice\nlevel, this article reports on results from a qualitative study which employed Bond’s (2011) theoretical\nframework for preparing preservice teachers in the Republic of Ireland (ROI) to become teacher leaders\nfor inclusion. This study adopted a self-study approach (Vanassche & Kelchtermans 2015) involving\ntwo teacher educators, in the ROI, where the researcher, being relatively new to teacher education, was\nsupported by a critical friend in the design, implementation and evaluation of the modules. Results\nstrongly indicate that student teachers felt prepared to exercise leadership for inclusion through lived\nexperiences of leadership, understanding change, being research informed and having many\nopportunities for reflection. This article argues for unlocking the potential for leadership for inclusion\nto begin with student teachers and concludes by suggesting that this article may help to address the\npaucity of literature around teacher leadership at preservice level and in particular teacher leadership\nfor inclusion.
Author: Fiona King
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2899545682