Student Teachers’ Leadership Development in a Finnish Class Teacher Education Program

Year 2023, Volume: 12 Issue: 2, 151 - 170, 31.08.2023

Janni Alho , Eija Hanhimäki Sirpa Eskelä-haapanen

An Erratum to this article was published on December 31, 2023. https://dergipark.org.tr/en/pub/jtee/issue/81653/1409563

Abstract

This case study examined student teachers’ (n = 5) leadership development in a Finnish class teacher education program. The study focused on identifying the student teachers’ individual approaches to leadership development and examining how they developed their leadership during teacher education, including their reflections on the achieved leadership development. The data were collected with motivation letters written by the student teachers and semi-structured individual interviews. The analysis methods comprised qualitative content analysis with inductive reasoning and typologization. The results revealed student teacher types representing three different approaches to leadership development: competence-, personality-, and context-driven. The student teachers developed their leadership during teacher education in alignment with their individual approaches and utilized the study program diversely in this process. Student teachers who presented a competence-driven approach estimated their achieved leadership development to be relatively weaker. Furthermore, pre-service teachers possess individual leadership development motivations and goals and the capability to facilitate their own professional development in alignment with these goals. This study contributes to the literature by focusing on the individual nature of leadership development in initial teacher education and by addressing this as a matter to be considered in designing how to support pre-service teachers’ professional (leadership) development in the future.

Keywords

teacher leadership, teacher professional development, leadership development, class teacher education, case study

Supporting Institution

University of Jyväskylä; Finnish Ministry of Education and Culture

Project Number

This study was partly included in the project: OKM/99/592/2018

References

• Ado, K. (2016). From pre-service to teacher leader: Thee early development of teacher leaders. Issues in Teacher Education, 25(1), 3–21. Retrieved from https://www.proquest.com/scholarly-journals/pre-service-teacher-leader-early-development/docview/2434244858/se-2?accountid=11774
• Ash, R. C., & Persall, J. M. (2000). The principal as chief learning officer: Developing teacher leaders. NASSP Bulletin, 84(616), 15–22. https://doi.org/10.1177/019263650008461604
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
• Barth, R. S. (2001). Teacher leader. Phi Delta Kappan, 82(6), 443–449. https://doi.org/10.1177/003172170108200607
• Bond, N. (2011). Preparing preservice teachers to become teacher leaders. The Educational Forum, 75(4), 280–297. https://doi.org/10.1080/00131725.2011.602578
• Craft, A. (2000). Continuing professional development. A practical guide for teachers and schools. London, UK: Routledge Falmer.
• Day, D. V., Harrison, M. M., & Halpin, S. M. (2009). An integrative approach to leader development: Connecting adult development, identity, and expertise. New York, NY: Psychology Press.
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
• Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182–185. https://doi.org/10.1037/a0012801
• deRoche, J. E., & deRoche, C. (2010). Objectivity. In A. J. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of case study research. Los Angeles, CA: SAGE. https://doi.org/10.4135/9781412957397
• Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
• Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
• Eteläpelto, A., Vähäsantanen, K., Hökkä, P., & Paloniemi, S. (2014). Identity and agency in professional learning. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of research in professional and practice-based learning (pp. 645–672). Dordrecht: Springer.
• Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013–1055. https://doi.org/10.1111/0161-4681.00141
• Forster, E. M. (1997). Teacher leadership: Professional right and responsibility. Action in Teacher Education, 19(3), 82–94, https://doi.org/10.1080/01626620.1997.10462881
• Fuller, A., & Unwin, L. (2002). Developing pedagogies for the contemporary workplace. In K. Evans, P. Hodkinson, & L. Unwin (Eds.), Working to learn: Transforming learning in the workplace (pp. 95–111). London: Kogan Page.
• Galletta, A., & Cross, W. E. (2013). Mastering the semi-structured interview and beyond: From research design to analysis and publication. New York, NY: New York University Press.
• Gomm, R., Hammersley, M., & Foster, P. (2009). Case study and generalization. In R. Gomm, M. Hammersley, & P. Foster (Eds.), Case study method: Key issues, key texts (pp. 98–115). SAGE. https://dx.%3Cwbr%3Edoi.%3Cwbr%3Eorg/10.4135/9780857024367.d9
• Government of Finland. (1998). Asetus opetustoimen henkilöstön kelpoisuusvaatimuksista (14.12.1998/986) [Act on Teacher Qualifications (14.12.1998/986)]. Finlex. Retrieved from https://www.finlex.fi/fi/laki/ajantasa/1998/19980986
• Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748–750. https://doi.org/10.1177/003172170308401007
• Haase, C. M., Heckhausen, J., & Köller, O. (2008). Goal engagement during the school-work transition: Beneficial for alls, particularly for girls. Journal of Research on Adolescence, 18(4), 671–698. https://doi.org/10.1111/j.1532-7795.2008.00576.x
• Hsieh, H., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
• Hänninen, V. (1999). Sisäinen tarina, elämä ja muutos [Inner narrative, life, and change] (Doctoral dissertation, University of Tampere, Tampere, Finland). Retrieved from https://trepo.tuni.fi/bitstream/handle/10024/67873/951-44-5597-5.pdf
• Joint Task Force on Student Learning. (1998). Powerful partnerships: A shared responsibility for learning. Retrieved October 1, 2022, from https://www.naspa.org/images/uploads/main/Powerful_Partnerships.pdf
• Jäppinen, A.-K., & Ciussi, M. (2016). Indicators of improved learning contexts: A collaborative perspective on educational leadership.” International Journal of Leadership in Education, 19(4), 482–504. https://doi.org/10.1080/13603124.2015.1015616
• Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders (3rd ed.). Thousand Oaks, CA: Corwin.
• Keeling, R. P. (2004). Learning reconsidered: A campus-wide focus on the student experience. American College Personnel Association. Retrieved from https://www.naspa.org/images/uploads/main/Learning_Reconsidered_Report.pdf
• Kegan, R., & Lahey, L. L. (2009). Immunity to change. Cambridge, MA: Harvard Business School Press.
• Krippendorff, K. (2013). Content analysis: An introduction to its methodology (3rd ed.). Los Angeles, CA: SAGE.
• Krzywacki, H. (2009). Becoming a teacher: Emerging teacher identity in mathematics teacher education (Doctoral dissertation, University of Helsinki, Helsinki, Finland). Retrieved from: https://helda.helsinki.fi/bitstream/handle/10138/20029/becoming.pdf?se
• Lanas, M., & Kelchtermans, G. (2015). This has more to do with who I am than with my skills – Student teacher subjectification in Finnish teacher education. Teaching and Teacher Education, 47, 22–29. https://doi.org/10.1016/j.tate.2014.12.002
• Leithwood, K., & Jantzi, D. (2000). Principal and teacher leadership effects: A replication. School Leadership & Management, 20(4), 415–434. https://doi.org/10.1080/713696963
• Leonard, J., Petta, K., & Porter, C. (2012). A fresh look at graduate programs in teacher leadership in the United States. Professional Development in Education, 38(2), 189–204. https://doi.org/10.1080/19415257.2012.657826
• Lincoln, Y., & Guba, E. (1985). Naturalistic Inquiry. Beverly Hills, CA: SAGE.
• McCauley, C. D., Van Velsor, E., & Ruderman, M. N. (2010). Introduction: Our view of leadership development. In E. Van Velsor, C. D. McCauley, & M. N. Ruderman (Eds.), The center for creative leadership: Handbook of leadership development (3rd ed., pp. 1–28). Hoboken: Jossey-Bass.
• Metsäpelto, R-L., Heikkilä, M., Hangelin, S., Mikkilä-Erdmann, M., Poikkeus, A-M., & Warinowski, A. (2021). Osaamistavoitteet luokanopettajakoulutuksen opetussuunnitelmissa: Näkökulmana Moniulotteisen opettajan osaamisen prosessimalli [Targeted learning outcomes in the class teacher education curricula: The perspective of a multidimensional adapted process model of teaching]. The Finnish Journal of Education, 52(2), 164–179. https://doi.org/10.33348/kvt.111437
• Metsäpelto, R-L., Poikkeus, A.-M., Heikkilä, M., Heikkinen-Jokilahti, K., Husu, J., Laine, A., Lappalainen, K., Lähteenmäki, M., Mikkilä-Erdmann, M., & Warinowski, A. (2020). Conceptual framework of teaching quality: A multidimensional adapted process model of teaching. DOORS. http://dx.doi.org/10.31234/osf.io/52tcv
• Ministry of Education and Culture. (2022). Teacher education development programme 2022–2026. Retrieved October 3, 2022, from http://urn.fi/URN:NBN:fi-fe2022053140998
• Morgan, C., & Neil, P. (2003). Continuing professional development for teachers: From induction to senior management. London: Routledge. https://doi.org/10.4324/9780203416785
• Muijs, D., & Harris, A. (2006). Teacher-led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 2(8), 961–972. https://doi.org/10.1016/j.tate.2006.04.010
• Owen, J. E. (2011). Considerations of student learning in leadership. In S. R. Komives (Ed.), The handbook for student leadership development (2nd ed., pp. 109–133). San Francisco, CA: Jossey-Bass.
• Patton, M. Q. (2015). Qualitative research and evaluation methods: Integrating theory and practice (4th ed.). Thousand Oaks, CA: SAGE.
• Pollari, P., Salo, O.-P., & Koski, K. (2018). In teachers we trust – The Finnish way to teach and learn. Inquiry in Education, 10(1), Article 4. URL: https://digitalcommons.nl.edu/ie/vol10/iss1/4/
• Raasumaa, V. (2010). Perusopetuksen rehtori opettajien osaamisen johtajana [The principal of basic education as the leader of teachers’ competency] (Doctoral dissertation, University of Jyväskylä, Jyväskylä, Finland). Retrieved from https://jyx.jyu.fi/bitstream/handle/123456789/22711/9789513938031.pdf?sequence=1&isAllowed=y
• Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2011). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 27(1), 116–126. https://doi.org/10.1016/j.tate.2010.07.008
• Ruohotie, P. (2010). Metakognitiiviset taidot ja ammatillinen kasvu asiantuntijakoulutuksessa [Metacognitive skills and professional growth in expert training]. In A. Eteläpelto & J. Onnismaa (Eds.), Ammatillisuus ja ammatillinen kasvu [Professionality and professional growth] (pp. 144–162). Helsinki: Kansanvalistusseura.
• Sahlberg, P., Gardner, H. & Robinson, K. (2021). Finnish Lessons 3.0: What can the world learn from educational change in Finland? (3rd ed.). New York, NY: Teachers College Press.
• Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional development. Teaching and Teacher Education, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305
• Schmuck, R. A., & Schmuck, P. A. (2001). Group processes in the classroom (8th ed.). New York, NY: McGraw-Hill Companies. Seemiller, C. (2013). The student leadership competencies guidebook: Designing intentional leadership learning and development. San Francisco, CA: Jossey-Bass.
• Sessa, V. I. (2017). College student leadership development. New York, NY: Routledge.
• Sheldon, K. M., & Elliot, A. J. (1998). Not all personal goals are personal: Comparing autonomous and controlled reasons for goals as predictors of effort and attainment. Personality and Social Psychology Bulletin, 24(5), 546–557. https://doi.org/10.1177/0146167298245010
• Silander, T., & Välijärvi, J. (2013). The theory and practice of building pedagogical skill in Finnish teacher education. In H.-D. Meyer & A. Benavot (Eds.) PISA, power and policy: The emergence of global educational governance (pp. 77–98). United Kingdom: Symposium Books.
• Sinha, S., & Hanuscin, D. L. (2017). Development of teacher leadership identity: A multiple case study. Teaching and Teacher Education, 63, 356–371. https://doi.org/10.1016/j.tate.2017.01.004
• Smylie, M. A., & Eckert, J. (2018). Beyond superheroes and advocacy: The pathway of teacher leadership development. Educational Management, Administration & Leadership, 46(4), 556–577. https://doi.org/10.1177/1741143217694893
• Stürmer, K., Seidel, T., & Holzberger, D. (2016). Intra-individual differences in developing professional vision: Preservice teachers’ changes in the course of an innovative teacher education program. Instructional Science, 44(3), 293–309. https://doi.org/10.1007/s11251-016-9373-1
• Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2007). Teacher professional learning and development: Best evidence synthesis iteration. Wellington, New Zealand: Ministry of Education.
• Tomlinson, H. (2004). Educational leadership: Personal growth for professional development. SAGE.
• Tynjälä, P. (2013). Toward a 3-P model of workplace learning: A literature review. Vocations and Learning, 6(1), 11–36. https://doi.org/10.1007/s12186-012-9091-z
• Vonk, H. (1991). Some trends in the development of curricula for the professional preparation of primary and secondary school teachers in Europe: A comparative study. British Journal of Educational Studies, 39(2), 117–137. https://doi.org/10.1080/00071005.1991.9973879
• Vähäsantanen, K., Hökkä, P., Paloniemi, S., Herranen, S., & Eteläpelto, A. (2017). Professional learning and agency in an identity coaching programme. Professional Development in Education, 43(4), 514–536. https://doi.org/10.1080/19415257.2016.1231131
• Väisänen, P. (2005). Ohjaajien ja vertaisopiskelijoiden monet roolit opetusharjoittelussa [The many roles of mentors and peer students in a teaching practice]. In P. Väisänen, P. Atjonen, S. Hämäläinen, U. Kiviniemi, K. Kiviniemi, & A. Sarja (Eds.) Kohtaamisia ja kasvun paikkoja opetusharjoittelussa: Vuoropuhelua ohjauksen kehittämisestä [Encounters and areas of growth in a teaching practice: Dialogue on improving mentoring] (pp. 155–179). Joensuu: Suomen harjoittelukoulut.
• Wagner, W. (2011). Considerations of student development in leadership. In: S. R. Komives (Ed.), The handbook for student leadership development (2nd ed., pp. 85–108). San Francisco, CA: Jossey-Bass.
• Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134–171. https://doi.org/10.3102/0034654316653478
• York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership: Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316. https://doi.org/10.3102%2F00346543074003255