BECOMING A TEACHER: HOW TO RECOGNIZE THE SELF AS A LEADER IS A CLASSROOM

Authors

  • 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

DOI:

https://doi.org/10.17770/sie2020vol2.5050

Keywords:

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

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.

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Published

2020-05-20