How Teachers Perceive Their Leadership in Learning Co-creation With Learners in a Classroom: Phenomenographic Attitude

Conference: The Asian Conference on Education (ACE2021)
Title: How Teachers Perceive Their Leadership in Learning Co-creation With Learners in a Classroom: Phenomenographic Attitude
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Live-Stream Presentation
Authors:
Vilma Zydziunaite, Vytautas Magnus University, Lithuania
Vaida Jurgile, Vytautas Magnus University, Lithuania

Abstract:

Background.Teacher leadership is sees through roles beyond teaching. Co-creation means service provider and user concepts in education. The connection between teacher leadership and co-creation raises questions about change in education from obedience to follow-up, from procedures to thinking, from requirements to conversation, from a narrow goal to an abstract horizon, from status power to personal empowerment, from hierarchy to cooperation. Research question: How teachers perceive their leadership through experiencing co-creation with learners in a classroom? Research aim: to explore the hierarchy of teacher leadership features in learning co-creation with learners.
Methodology. In this research was applied a phenomenography, which is the qualitative methodology of various ways in which people conceptualize, comprehend, or identify a particular phenomenon and the distinctive qualitative ways in which people perceive the world around them. Sample consisted of 39 primary and secondary school, and gymnasium teachers who provide teaching. Semistructured interviews were used to collect the data. Findings. The hierarchy of teacher leadership features in learning co-creation with learners in a classroom consists of 7 categories: professional mission, emotional management, feedback, value insertion, consolidation of expertise, personal features, learner’s wellbeing. Conclusion. Teachers perceive their leadership in a classroom as a process, based on learning experiences in fellowship with learners. The process consists of 7 levels, which focus on the profession, the teacher, the learners, the educational process as a relationship. The emotional well-being and values ​​of teachers and learners are reflected in the content of all categories.

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