A Development of the Process for Enhancing Teacher Leadership of Preservice Teachers Based on Transformative Learning Theory and Collaborative Inquiry Concept

Abstract

The purposes of this research were 1) to develop the process for enhancing teacher leadership of preservice teachers based on transformative learning theory and collaborative inquiry concept; and 2) to study the results of the process for enhancing teacher leadership of preservice teachers based on transformative learning theory and collaborative inquiry concept toward transformation in teacher leadership of preservice teachers. This was a research and development (R & D) research through a case study. The sample was 14 primary school teachers. The findings were concluded as follows: 1) the process for enhancing teacher leadership of preservice teachers consisted of 5 components: principles, aims, enhancing teacher leadership steps, process duration and evaluation; and 2) the study of the effect of using the process of enhancing teachers' leadership of pre-service teachers found that after using the process of enhancing teachers' leadership, pre-service teachers developed. However, pre-service teachers in all 14 case studies have changed teachers' leadership in personal characteristics, both cooperation and self-development, and skills in both communication and teaching practice. Most of pre-service teachers had a high level of teacher leadership accounted for 50 percent, and the highest level of teacher leadership changed to a maximum of 7 persons or 50 percent, followed by moderate, 6 persons or 42.86 percent, and the highest level, the low level, and the lowest level were changed equally to each level of 1 person, equivalent to 7.14 percent in each level.