Articles producció científica> Pedagogia

Leadership and professional identity in school teacher training in Spain (Catalonia)

  • Identification data

    Identifier: imarina:6389872
    Authors:
    Iranzo-García PCamarero-Figuerola MTierno-García JMBarrios-Arós C
    Abstract:
    © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. 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.
  • Others:

    Author, as appears in the article.: Iranzo-García P; Camarero-Figuerola M; Tierno-García JM; Barrios-Arós C
    Department: Pedagogia
    URV's Author/s: Barrios Arós, Rosario / Camarero Figuerola, Marta / Iranzo Garcia, Maria Pilar / Tierno García, Juana María
    Keywords: Teacher education Self-perception Professional identity Leadership competences Community networks
    Abstract: © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. 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.
    Thematic Areas: Pedagogical & educational research Interdisciplinar Education & educational research Education Educació Educação Ciencias sociales
    licence for use: https://creativecommons.org/licenses/by/3.0/es/
    ISSN: 1360-0540
    Author's mail: marta.camarero@urv.cat pilar.iranzo@urv.cat charo.barrios@urv.cat juanamaria.tierno@urv.cat
    Author identifier: 0000-0001-6116-0882 0000-0002-8516-9205 0000-0002-3620-9338 0000-0002-1027-7332
    Record's date: 2023-02-26
    Journal volume: 46
    Papper version: info:eu-repo/semantics/acceptedVersion
    Link to the original source: https://www.tandfonline.com/doi/full/10.1080/02607476.2020.1750935
    Papper original source: Journal Of Education For Teaching. 46 (3): 309-323
    APA: Iranzo-García P; Camarero-Figuerola M; Tierno-García JM; Barrios-Arós C (2020). Leadership and professional identity in school teacher training in Spain (Catalonia). Journal Of Education For Teaching, 46(3), 309-323. DOI: 10.1080/02607476.2020.1750935
    Licence document URL: https://repositori.urv.cat/ca/proteccio-de-dades/
    Article's DOI: 10.1080/02607476.2020.1750935
    Entity: Universitat Rovira i Virgili
    Journal publication year: 2020
    Publication Type: Journal Publications
  • Keywords:

    Education,Education & Educational Research
    Teacher education
    Self-perception
    Professional identity
    Leadership competences
    Community networks
    Pedagogical & educational research
    Interdisciplinar
    Education & educational research
    Education
    Educació
    Educação
    Ciencias sociales
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