Abstract:

Our paper is related to some important issues on Teacher Pre-service and In-service education: Teacher Reflective Capabilities on Teaching and on Leadership Activities. The relationship between theory and practice in teacher education is a long-standing topic and has become a source of contentious debate in educational research. The relationship between the role of ‘evidence’ in teaching and teacher education policy and strategies sits within this wider debate.

We present some of our experiences in which these evidence could be important findings for the Changing Processes on Teacher Education System. As a part of different Research Projects we had proposal – ideas for this goal. We tried to identify some best practices for developing the reflective capability like an ongoing processes during the initial training; we aim to strengthen collaborative leadership of innovation in schools by developing and disseminating innovative methods of narrative approach, arts-based and embodied collaborative leadership development (for in-service training programs). The goal of our article is to present results of some of our Action Research Trials. Mainly we present the results from four Trials in which we worked with student teachers, senior teachers, principals, Master Degree Students on Policy and Management in Education Program. We have been working together since November 2019 to develop, test and reflect on the use of new approaches in the field of art-based and bodily methods to promote distributive leadership and to develop the high levels of reflective capability. Starting from the collected data, we present a set of conclusions (including excerpts from the participant’s reflective assessments) which are important - in our opinion - for developing the new competences based teacher professional profile. The main conclusion is that these narrative approaches have good results on the level of developing leadership capabilities and could become an important resource for teachers training courses.

Keywords:

Teacher professional development, narrative methodology, leadership capabilities, distributive leadership, reflective teacher.