The impact of teacher leadership on teacher education in the UAE

This paper reports on a study that aimed to evaluate the impact of interaction with teacher leader mentors (TLMs) on a practicum teacher education course in relation to the language choices that the candidates made in the classroom. Using survey, focus groups, informal dialogue, journals, reflections and observations to collect data, teacher candidates (TCs) and experienced TLMs were asked to reflect on candidates’ classroom management practices and perspectives to identify how their teaching practice was impacted by the TLMs’ interactions. An inductive process of identifying themes and key content areas was used. The study identified key values and characteristics of teacher leaders (TLs). Teacher candidates’ successes and challenges in managing learning and behavior were identified, including their improved content and pedagogical knowledge when teaching in the English medium, specifically in the development of professional language and English vocabulary of teaching practice. Key areas for consideration include the nature of TLM help and interaction with the TCs in terms of language, cultural context and teaching style. As a result of the school-university partnership, TCs benefited from the embedded learning experiences in developing their own language, habits, and behaviors of professional practice. With the support of experienced TLMs, TCs were provided with varied and extensive opportunities to blend academic and practitioner knowledge.