Moving from Best Practice to Next Practice: Some Deliberations on Educational Leadership

Autor/in	Clarke, Simon
Titel	Moving from Best Practice to Next Practice: Some Deliberations on Educational Leadership
Quelle	In: School Leadership & Management, 36 (2016) 3, S.353-363 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2016.1247047
Schlagwörter	Best Practices; Educational Practices; Educational Change; Educational Administration; Leadership Qualities; Leadership Styles; Leadership Training; Fundamental Concepts; Barriers; Thinking Skills; Constructivism (Learning) + Suchen Sie Ihr Suchwort? Bildungspraxis; Bildungsreform; Bildungsverwaltung; Schuladministration; Schulverwaltung; Führungseigenschaft; Führungsstil; Führungslehre; Grundlagenplan; Konzept; Denkfähigkeit
Abstract	This paper begins from the premise that the challenges characterising the contemporary education environment call for more flexible approaches to leadership than the traditional reliance on codified knowledge. These more flexible approaches are likely to involve new ways of learning, dispositions and behaviours, which enable educational leadership to progress from "best practice" to "next practice". The paper, therefore, has two main aims. First, it seeks to illuminate a potential "modus operandi" for contending with the complex challenges that have become integral to the landscape of educational leadership. Second, it seeks to encourage consideration of the implications of this "modus operandi" for processes of leadership thinking, learning and development. For this purpose, the nature of the challenges purported to define the landscape of educational leadership now and into the future is first discussed. This is followed by an examination of three interrelated leadership concepts in enabling appropriate judgements to be made in dealing effectively with highly complex circumstances, namely, "phronesis", "contextual intelligence" and "negative capability". The paper concludes by discussing the circumstances within the professional milieu that either constrain or promote the kind of educational leadership that is deemed to be required for embracing the three concepts in question. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01