Prospective-teachers as Instructional and/or Pedagogical Leaders: A Gender Perspective Lens

Abstract

This paper explores the perceptions of teacher-educators about
prospective-teachers4 as instructional and/or pedagogical leaders. Using
a case study approach to research within the qualitative paradigm, data
were collected through semi-structured interviews and focused group
discussions. The findings of this study revealed that teacher-educators,
having a conventional approach to teaching, perceive prospectiveteachers
as instructional leaders. It is recommended that teachereducators
need to reflect on their own beliefs, perceptions, and roles,
which altogether contribute to shaping prospective-teachers as
pedagogical leaders.