Leadership and Professional Identity in School Teacher Training in Spain (Catalonia)

Autor/inn/en	Iranzo-García, Pilar; Camarero-Figuerola, Marta; Tierno-García, Juana-María; Barrios-Arós, Charo
Titel	Leadership and Professional Identity in School Teacher Training in Spain (Catalonia)
Quelle	In: Journal of Education for Teaching: International Research and Pedagogy, 46 (2020) 3, S.309-323 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Iranzo-García, Pilar) ORCID (Camarero-Figuerola, Marta) ORCID (Tierno-García, Juana-María) ORCID (Barrios-Arós, Charo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-7476
DOI	10.1080/02607476.2020.1750935
Schlagwörter	Leadership; Professional Identity; Teacher Education; Foreign Countries; Competency Based Teacher Education; Student Teachers; College Faculty; Student Attitudes; Teacher Attitudes; Teacher Leadership; Public School Teachers; Spain + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Lehrerausbildung; Lehrerbildung; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Fakultät; Schülerverhalten; Lehrerverhalten; Lehrerfunktionsstelle; Spanien
Abstract	A holistic distribution of leadership, where the entire community is committed both to learning and the organisation's development, is considered an important factor in educational success. Initial teacher education should contribute towards building teachers' identities as leaders (teacher-leaders). Our research examines how teaching competences are built with regard to coordination, leadership, and collaboration with the community during teacher training. In this paper, we present the results of a questionnaire comparing the vision and perception of these competences in the context of student teachers, university lecturers, and teachers in state school. The results show visions aligned with a holistic form of leadership distributed amongst the three groups. Moreover, they reveal a close link between the construction of the identity of teacher-leaders and the practical and specific challenges of students' teachers, university lecturers, and teachers. This implies that the initial training must expressly include the distributed leadership competences in the teacher education course, while also providing situations in which students, together with their tutors, gain these competences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01