How Would Preservice Teachers with Deeper Reflection Emerge as Teacher Leaders?

Autor/inn/en	Wang, Ye; Ko, James; Qian, Haiyan
Titel	How Would Preservice Teachers with Deeper Reflection Emerge as Teacher Leaders?
Quelle	In: ECNU Review of Education, 6 (2023) 2, S.237-260 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2096-5311
Schlagwörter	Foreign Countries; Preservice Teachers; Reflection; Teacher Leadership; Professional Development; Leadership Qualities; Cultural Context; Teacher Effectiveness; Teacher Student Relationship; Cooperative Learning; Teamwork; China + Suchen Sie Ihr Suchwort? Ausland; Lehrerfunktionsstelle; Führungseigenschaft; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Kooperatives Lernen
Abstract	Purpose: This study aimed to identify the potential attributes of teacher leadership among preservice teachers with higher levels of reflection, especially in the Chinese context. Design/Approach/Methods: A mixed research method was adopted in this study. First, a quantitative research method was conducted to examine preservice teachers' reflection depth. The top 10% of the preservice teachers with higher levels of reflection were selected as the target respondents for comparison. Second, qualitative data analysis was conducted to identify potential attributes of emergent teacher leadership in these preservice teachers. Findings: This study identified five potential attributes of emergent teacher leadership among preservice teachers who showed deeper reflection depth. Additionally, this study identified how the unique attributes fit into preservice teachers' professional development in the Chinese context. Originality/Value: This study proposes a new development model to develop preservice teachers that emphasizes the role of continuous reflections in context for professional growth. This study holds implications for understanding the potential attributes of emergent teacher leadership among Chinese preservice teachers. Additionally, this study appeals to the importance of cultivating preservice teachers to practice teacher leadership during the teacher training stage to support them to become outstanding future teachers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01