ABSTRACT The purpose of this qualitative study was to explore the way student teachers enacted agency to facilitate the development of a teacher leadership stance during a 12-week practicum experience. Data collection included pre-and post-interviews, weekly journals, mid- and post-reflective essays, classroom observations, and multiple assignments from seven student teachers completing their final semester at the national university in Qatar. Findings revealed three patterns in student teachers’ enactment of agency during the process of developing a teacher leadership stance. By making choices and taking actions, student teachers supported their personal learning, their growth as a teacher, and their commitment to the teaching community. Accordingly, student teachers revealed three manifestations of a teacher leadership stance, namely a clear leadership stance, a developing leadership stance, and no leadership stance. Exploring the potential of a practicum experience with a focus on teacher leadership provided a nuanced understanding of possibilities and limitations, both personal and contextual. Implications for teacher education are further discussed.

中文翻译：

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在实习期间，代理机构在学生教师之间发展教师领导地位方面的作用

摘要这项定性研究的目的是探讨在12周的实习期间，学生教师制定代理机构的方式，以促进教师领导地位的发展。数据收集包括访谈前和访谈后，每周期刊，反思中和反思后的论文，课堂观察以及来自卡塔尔国立大学完成学期的七名学生教师的多项作业。调查结果揭示了在发展学生领导态度过程中学生教师制定代理的三种模式。通过做出选择和采取行动，学生教师可以支持他们的个人学习，教师的成长以及对教学社区的承诺。因此，学生教师揭示了教师领导立场的三种表现，即明确的领导立场，发展中的领导立场和没有领导立场。以教师的领导力为重点，探索实践经验的潜力，使人们对个人和环境的可能性和局限性有了细微的了解。进一步讨论了对教师教育的影响。