Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/106308
Type of publication: Straipsnis recenzuojamoje užsienio tarptautinės konferencijos medžiagoje / Article in peer-reviewed foreign international conference proceedings (P1d)
Field of Science: Edukologija / Education (S007)
Author(s): Žydžiūnaitė, Vilma;Kaminskienė, Lina;Jurgilė, Vaida;Ponomarenko, Tetiana
Title: Becoming a teacher: how to recognize the self as a leader is a classroom
Is part of: Society, integration, education : proceedings of the international scientific conference, May 22th-23th, 2020 = Sabiedrība, integrācija, izglītība : starptautiskās zinātniskās konferences materiāli, 2020.gada 22.-23.maijs Rēzekne : Rēzeknes Tehnoloģiju akadēmija, 2020, Vol. 2
Extent: p. 513-522
Date: 2020
Keywords: Teacher leadership;Co-creation;Teaching
Abstract: The notion of ‘teacher leader in a classroom’ recently has been shifted. In the past, teacher leadership in a classroom was limited to didactics and expertise. Teachers have long served as ‘executors’, ‘executants’, not ‘leaders’ who are capable to manage the change and co-creation of knowledge within the interaction with students in a classroom. The aim of the study is to provide the descriptive analysis on contemporary research-based development regarding teacher leadership with the focus on concepts such as ‘becoming a teacher’, ‘professionalism of a teacher’, ‘co-creation’ and ‘teacher leadership’. Methods. The study is based on descriptive theoretical analysis. Conclusion. Becoming a teacher is the continuous process and means accepting the chal-lenge of imparting knowledge and guidance and approaching a high degree of ambivalence as it requires great diligence on the part of the teacher to be able to carry out her / his pro-fessional responsibilities. Co-creation is inseparable part of both - becoming a teacher and being a teacher leader as it helps to support the positive teaching-learning relationships and create the effective learning environments. Teacher leadership in a classroom is impossible to implement without self- recognition, which means in teaching practices teacher’s self-awareness
Internet: http://journals.rta.lv/index.php/SIE/article/view/5050/4527
http://dx.doi.org/10.17770/sie2020vol2.5050
https://hdl.handle.net/20.500.12259/106308
Affiliation(s): Edukologijos tyrimų institutas
Klaipėdos valstybinė kolegija
Vytauto Didžiojo universitetas
Šv. Ignaco Lojolos kolegija
Švietimo akademija
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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