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The 320 pre-service educators in this inquiry were viewed as emerging classroom teachers
who were leading while grappling with new personal experiences which informed and
guided each during the pre-service year. The written account evidence supported our
resulting inferences, discussion and conclusions and demonstrated the leadership required
within pre-service. It was the analysis and synthesis of practicum reflections that
illuminated core beliefs, attitudes and needs of emerging action researchers as they
developed a professional and personal understanding of leadership, teaching and self.
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