Developing Leadership Qualities in Practice Teachers
الملخص
One of the most important characteristics in being a goodteacher is being a good leader. It is said that good leaders are
made not born and so should be good teachers; they should be
made not born. In the field of teachers’ training in Algeria,
practice teachers who supervise student teachers during their
practice at schools are generally selected among the most
experienced teachers who are also judged to be the most
competent. Their role is to provide guidance to the trainees and
to take charge of and evaluate them in their teaching practice.
However, these practice teachers have never been prepared to
take upon themselves the role of guide or leader to other teachers
or trainees.
Through this article, we want to highlight the characteristics of a
good practice teacher and the role of leader he/she must play in
order to be an effective element during the training period.
Likewise, using Blake and Mouton Managerial Grid, we show
what leadership style our practice teachers represent when
mentoring student teachers and suggest how these qualities can
be brought to the best levels of achievement.
التنزيلات
المراجع
- Bass, Bernard (1989). Stogdill’s Handbook of Leadership: A Survey of Theory and Research. New York: Free Press
- Bass, Bernard (1990). “From transactional to transformational leadership: learning to share the vision”. Organizational Dynamics, Vol. 18, Issue 3 Winter, 1990, Pages 19-31.
- Blake, Robert R. and Mouton, Jane S. (1985). The Managerial Grid III: The Key to Leadership Excellence. Houston: Gulf Publishing Co.
- Bolman, Lee. G. and Deal Terrence E. (1991). Reframing Organizations. San Francisco: Jossey-Bass.
- Boreen Jean, Mary K. Johnson, Donna Niday, and Joe Potts. (2009).Mentoring Beginning Teachers : Guiding, Reflecting, Coaching. Portland, Maine: Stenhouse Publishers.
- Bullough Robert V. Jr . (2005). “Being and becoming a mentor: school-based teacher educators and teacher educator identity”. Vol. 21, Issue 2, Pages143–155
- Darling-Hammond, Linda. (2005). Professional Development Schools: Schools for Developing a Profession. New York: Teachers College Press.
- Furlong, John, and Trisha Maynard. (1995). Mentoring Student Teachers: The Growth of Professional Knowledge. New York: Routledge.
- Gabriel, John G.(2005). How to Thrive as a Teacher Leader. The Association for Supervision and Curriculum Development. Alexandria, Virginia USA
- Gardner, Howard. 2006. Multiple Intelligences: New Horizons. New York: Perseus.
- Lyman Lawrence, Michael A. Morehead, and Harvey C. Foyle, “Building Teacher Trust in Supervision and Evaluation,” Illinois School Research and Development 25, no. 2 (Winter 1989), Pages 54–59
- Martin Daniel (1997) “Mentoring in one’s own classroom: an exploratory study of contexts”. Teaching and Teacher Education,Vol. 13, Issue 2, February 1997, Pages 183-197
- Rajuan Maureen; Douwe Beijaard; Nico Verloop. (2007). “The role of the cooperating teacher: bridging the gap between expectations of cooperating teachers and student teachers”. In Mentoring & Tutoring: Partnership in Learning, Volume 15, Issue 3, 2007, Pages 223 – 242
- Morehead, Michael A., Lawrence Lyman, and Harvey C. Foyle. (2009). Working with Student Teachers: Getting and Giving the Best. Rowman & Littlefield Education
-Rippon Janice H., Martin Margaret. (2006). “What makes a good induction supporter?”. Teaching and Teacher Education Vol. 22, Issue1, Pages 84-99
- Sundli, Liv. (2007). “Mentoring – a new mantra for education?” Teaching and Teacher Education Vol. 23, Issue2, Pages 201–214
- Teitel, Lee. 2003. The Professional Development Schools Handbook: Starting, Sustaining, and Assisting Partnerships That Improve Student Learning. Thousand Oaks, CA: Corwin.
- Williams Anne, Prestage Stephanie (2002). “The Induction Tutor: mentor, manager or both?” Mentoring & Tutoring, Volume 10, Number 1, 1 January 2002, Pages 35–46
