The purpose of this paper is to explore the nature of student teachers’ development as teacher leaders during a 12-week practicum experience at Qatari government schools.
The investigation involved a qualitative research methodology entailing multiple data generation methods, including pre/post interviews, weekly journals, mid- and post-reflective essays, classroom observations and multiple assignments. Data analysis was carried out using deductive and inductive methods, by adapting the conceptual framework of teacher leadership practices, identity and views, but allowing for new analytical themes to emerge.
Upon initiating leadership practices, two pathways to leadership development were revealed, mediated by the presence or absence of supportive factors. Both pathways, however, led to the development of divergent teacher leadership identities and varying views toward teacher leadership.
The study includes implications for the design of initial teacher preparation programs designed to prepare student teachers as teacher leaders.
