Becoming an inspirational role model: A reflective journey through concept-based education
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Inspirational leadership, pedagogical growth, reflective practice, teacher development, transformative education
Abstract
This action research study explores the author’s developmental journey toward becoming an inspirational role model for trainee teachers through iterative cycles of planning, action, observation, and reflection. The study documents the author’s process of personal growth, focusing on the evolution of teaching practices, the cultivation of a supportive learning environment, and the navigation of challenges. Qualitative data from self-reflections, trainee feedback, and pedagogical experimentation inform the analysis, highlighting the iterative nature of development. The findings demonstrate the significance of ongoing self-reflection, adaptation, and professional growth in aspiring to inspire and empower future educators. By offering insights into practical strategies and challenges, the study contributes to the discourse on transformative teacher education, emphasising the importance of continual development in fostering inspirational classroom leadership.
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