Literaturnachweis - Detailanzeige
Autor/inn/en | Aas, Marit; Vavik, Mette |
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Titel | Group Coaching: A New Way of Constructing Leadership Identity? |
Quelle | In: School Leadership & Management, 35 (2015) 3, S.251-265 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1363-2434 |
DOI | 10.1080/13632434.2014.962497 |
Schlagwörter | Coaching (Performance); Leadership Training; Administrator Education; Content Analysis; Principals; Leadership Role; Feedback (Response); Professional Development; Integrated Activities; Team Training; Role Perception; Preferences; Problem Based Learning; Action Research; Participant Satisfaction; Questionnaires; Student Surveys; Expectation; Empathy; Emotional Experience; Leadership Styles; College Students; Training Methods; Foreign Countries; Norway (Oslo) Führungslehre; Inhaltsanalyse; Principal; Schulleiter; Integrierender Unterricht; Teamcoaching; Role conception; Rollenverständnis; Problem-based learning; Problemorientiertes Lernen; Projektforschung; Fragebogen; Schülerbefragung; Expectancy; Erwartung; Empathie; Führungsstil; Collegestudent; Didaktik; Trainingsmaßnahme; Ausland |
Abstract | This paper focuses on group coaching, one of the newer school leadership development approaches to recently emerge. Using a group-coaching methodology developed at the University of Oslo, we deconstruct the concept of leadership identity as it is reported in texts from students in the National Principal Programme. We suggest that leaders develop greater confidence in their leadership role through personal and contextual feedback from other leaders. We argue that bringing existing and aspiring school principals together in a target-oriented group-coaching process may have profound positive effect on leaders' context-based identity development. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |