• Vilma Zydziunaite Vytautas Magnus University, Kaunas, Lithuania Klaipeda State University of Applied Sciences, Klaipeda, Lithuania St. Loyola of Ignatius University of Applied Sciences, Kaunas
  • Lina Kaminskiene Vytautas Magnus University
  • Vaida Jurgile Vytautas Magnus University, Kaunas
  • Tetiana Ponomarenko Vytautas Magnus University, Kaunas



becoming, being, co-creation, learner, teacher leadership, teaching


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.

Author Biographies

  • Vilma Zydziunaite, Vytautas Magnus University, Kaunas, Lithuania Klaipeda State University of Applied Sciences, Klaipeda, Lithuania St. Loyola of Ignatius University of Applied Sciences, Kaunas
    Vilma is double PhD - in Social sciences, Education and Health Sciences, Nursing, she is  Prorfessor at Vytautas Magnus University, Kaunas, Lithuania. She is a (co-)author of around 180 articles, (co-)presenter of over 150 presentations. Her research focus is in leadership in regard to the school, teacher, higher education, scholar, health care, nursing.
  • Lina Kaminskiene, Vytautas Magnus University
    Lina Kaminskiene is a Professor of Vytautas Magnus University and is a Vice-Chancellor of the Academy of Education and the Director of the Institute of Educational Research of Vytautas Magnus University. Her research area of interest is educational innovations.
  • Vaida Jurgile, Vytautas Magnus University, Kaunas
    Vaida Jurgile is a Senior Lecturer at Vytautas Magnus University, Academy of Education. She is also a PhD student at Mykolas Romeris University, Vilnius, Lithuania. Her research area is multicultural and intercultural learning in higher education and project management.
  • Tetiana Ponomarenko, Vytautas Magnus University, Kaunas
    Tetiana Ponomarenko is a PhD student of Vytautas Magnus University. Her research interest area is in teaching and learning at school, vocational training and education of teachers, professional development of teachers and teacher leadership.


Allensworth, E., & Miller, S. (2002). Declining High School Enrollment: An Exploration of Causes. Chicago: Consortium on Chicago School Research.

Barth, R. (2001). Educating By Heart. San Francisco: Jossey Bass.

Bovill, C. (2013). An investigation of co-created curricula within higher education in the UK, Ireland and the USA. Innovations in Education and Teaching International, 51(1), 15-25. DOI: 10.1080/14703297.2013.770264

Bovill, C., & Woolmer, C. (2018). How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum. Higher Education, 78, 407-422. Retrieved from:

Cawelti, G. & Protheroe, N. (2001). High Student Achievement: How Six School Districts Changed Into High-Performance Systems. Arlington, VA: Educational Research Service.

Corcoran, T., Fuhrman, S., & Belcher, C. (2001). The district role in instructional improvement. Phi Delta Kappan, 83(1), 78-84.

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging Students As Partners In Learning And Teaching: A Guide For Faculty. San Francisco: Jossey Bass.

Cowley, S. (2011). Teaching For Dummies. Chichester: John Wiley.

Danielson, Ch. (2007). The many faces of leadership. Educational Leadership, 65(1), 14-19.

Danielson, C. (2006). Teacher Leadership That Strengthens Professional Practice. Alexandria, VA: Association for Supervision and Curriculum Development.

Dann, S. (2018). Facilitating co-creation experience in the classroom with Lego Serious Play. Austrasian Marketing Journal, 26(2), 121-131. DOI:

Demirkasımoğlu, N. (2010). Defining “Teacher professionalism” from different perspectives. Procedia Social and Behavioral Sciences, 9, 2047-2051. DOI:

Didau, D. (2015). What If Everything You Knew About Education Was Wrong? Bancyfelin: Crown House Publishing.

Evans, L. (2011). The 'shape' of teacher professionalism in England: professional standards, performance management, professional development and the changes proposed in the 2010 white paper. British Educational Research Journal, 37(5), 851-870. DOI:

Gallo, S. (2019). The Importance of Self-awareness in Leadership. Training Industry. Retrieved from:

Goleman, D., Boyatzis, R., & McKee, A. (2002). Primal Leadership: Realizing The Power Of Emotional Intelligence. Boston, MA: Harvard Business School Press.

Hargreaves, A. (2000). Four ages of professionalism and professional learning. Teachers and Teaching, 6(2), 151-182. DOI:

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Abingdon: Routledge.

Hopkins, D. (2007). Every School A Great School: Realizing The Potential Of System Leadership. New York, NY: Open University Press.

Keller, T. (2011). The Various Roles of the Teacher in the English Classroom. Germany: GRIN Verlag, Open Publishing GmbH.

Lopez, I. (2017). Keeping it Real and Relevant: Building Authentic Relationships in Your Diverse Classroom. Alexandria, VA: ASCD.

Lumpkin, A., Claxton, H., & Wilson, A. (2014). Key characteristics of teacher leaders in schools. Administrative Issues Journal, 4(2), Article 8. Retrieved from:

McCulloch, A. (2009). The student as co-producer: learning from public administration about the student– university relationship. Studies in Higher Education, 34(2), 171–83.

Nuthall, G. A. (2007). The Hidden Lives Of Learners. Wellington, New Zealand: New Zealand Council for Educational Research.

Parlar, H., Cansoy, R., & Kılınç, A. Ç. (2017). Examining the relationship between teacher leadership culture and teacher professionalism: quantitative study. Journal of Education and Training Studies, 5(8), 13-25. DOI:10.11114/jets.v5i8.2499

Poekert, P. E. (2012). Teacher leadership and professional development: examining links between two concepts central to school improvement. Professional Development in Education, 38(2), 169-188. DOI:

Silva, D. Y., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. Teachers College Record, 102, 779-804.

Spezzano, S. (2018). Self-awareness In The Classroom. Retrieved from:

The Teacher Leadership Competencies (2014). Center for Teaching Quality, National Board for Professional Teaching Standards, and the National Education Association. Retrieved from:

Tschannen-Moran, M. (2009). Fostering teacher professionalism in schools: the role of leadership orientation and trust. Educational Administration Quarterly, 45(2), 217-247. DOI:

Wagner, C. R. (2006). The school leader's tool for assessing and improving school culture. Principal Leadership, 7(4), 41-44.

Wan Yaacob, W. S., & Don, Y. (2018). Teacher Leadership Model: Roles and Values. Journal of Social Science Research, 12(1), 2556-2567.

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. DOI:

Willis, P., & Gregory, A. (2016). Making The Road While Walking: Co-creation, Teaching Excellence and University Leadership. Stimulus paper. London: Leadership Foundation for Higher Education.

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. DOI:

Zeiger, S. (2019). The joys of being a teacher. Chron. Retrieved from: