Leaders as Learners: Developing New Leadership Practices

Autor/in	Aas, Marit
Titel	Leaders as Learners: Developing New Leadership Practices
Quelle	In: Professional Development in Education, 43 (2017) 3, S.439-453 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2016.1194878
Schlagwörter	Educational Practices; Educational Change; Principals; Management Development; Leadership Training; Learning Processes; Interviews; Coaching (Performance); Evidence Based Practice; Educational Innovation; Elementary Secondary Education; Foreign Countries; Case Studies; Online Surveys; Qualitative Research; Norway + Suchen Sie Ihr Suchwort? Bildungspraxis; Bildungsreform; Principal; Schulleiter; Führungslehre; Learning process; Lernprozess; Interviewing; Interviewtechnik; Instructional innovation; Bildungsinnovation; Ausland; Case study; Fallstudie; Case Study; Qualitative Forschung; Norwegen
Abstract	Professional learning and development of school leaders are considered keys to educational change. However, a growing body of research has identified how difficult it is to design professional leadership programmes that make a difference in leaders' professional practice. Drawing on the framework of expansive learning and data from the six-year National Principal Training Programme in Norway, a case study is presented as a narrative of the development of one principal to illuminate the process. This article demonstrates how leadership learning and development can occur through critical investigations of the school leaders' own leadership roles and practices. Reflections on the tensions revealed that 360-degree interviews, group coaching, theoretical studies and adopting the new leadership practice increase the leaders' metacognitive skills, self-awareness and context understanding, and motivation and confidence to transform their leadership practice. Professional development that is designed for a variety of opportunities for individual and collective reflections supports leaders to become learners with the capacity to make changes in their leadership practice, as well as in their school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01