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The role of agency in the development of a teacher leadership stance among student teachers during the practicum experience

ABSTRACT The purpose of this qualitative study was to explore the way student teachers enacted agency to facilitate the development of a teacher leadership stance during a 12-week practicum experience. Data collection included pre-and post-interviews, weekly journals, mid- and post-reflective essays, classroom observations, and multiple assignments from seven student teachers completing their final semester at the national university in Qatar. Findings revealed three patterns in student teachers’ enactment of agency during the process of developing a teacher leadership stance. By making choices and taking actions, student teachers supported their personal learning, their growth as a teacher, and their commitment to the teaching community. Accordingly, student teachers revealed three manifestations of a teacher leadership stance, namely a clear leadership stance, a developing leadership stance, and no leadership stance. Exploring the potential of a practicum experience with a focus on teacher leadership provided a nuanced understanding of possibilities and limitations, both personal and contextual. Implications for teacher education are further discussed.