Benchlearning as Professional Development of School Leaders in Norway and Sweden

Autor/inn/en	Aas, Marit; Blom, Thomas
Titel	Benchlearning as Professional Development of School Leaders in Norway and Sweden
Quelle	In: Professional Development in Education, 44 (2018) 1, S.62-75 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Blom, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2017.1355840
Schlagwörter	Faculty Development; Administrator Education; Principals; Foreign Countries; School Visitation; Instructional Leadership; Educational Innovation; Leadership Styles; Program Evaluation; Self Efficacy; Cooperative Learning; Program Descriptions; Cross Cultural Studies; Norway; Sweden + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Instructional innovation; Bildungsinnovation; Führungsstil; Programme evaluation; Programmevaluation; Self-efficacy; Selbstwirksamkeit; Kooperatives Lernen; Cultural comparison; Kulturvergleich; Norwegen; Schweden
Abstract	In this paper, we investigate a new national collaborative Benchlearning program for principals in Norway and Sweden. Four process leaders have been running the program. The aim is to give the participants the knowledge to develop a leadership practice and school environment that are more innovative. The program includes theoretical inputs, sharing experiences, school visits, training, and trialing of new leadership practices. Drawing on data from surveys, participants' reflections, and the leaders' descriptions of new leadership practice, we examine and identify successful and critical aspects of the learning process. The findings show that principals' motivation and willingness to start change processes can be created in a synergy between structured school visits, work in learning groups, and a theoretical foundation. Working in groups across schools in two countries seems to enhance principals' sense of efficacy, which in turn is shown to have a positive effect on their willingness to trial new practices. Two implications of the study are suggested. First, in the design of principal programs, systematic and critical reflection about authentic practice should be the basis. Second, educators should be trained to be process leaders who can support principals' learning during a critical and social construction of a new practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01