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How school principals learn: The rol...

Shannon, Brenda N.

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How school principals learn: The role of theoretical knowledge, experience, and reflection-in-action in the professional growth of school leaders.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	How school principals learn: The role of theoretical knowledge, experience, and reflection-in-action in the professional growth of school leaders./
作者:	Shannon, Brenda N.
面頁冊數:	261 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1247.
Contained By:	Dissertation Abstracts International69-04A.
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3311702
ISBN:	9780549591825

How school principals learn: The role of theoretical knowledge, experience, and reflection-in-action in the professional growth of school leaders.
Shannon, Brenda N.

How school principals learn: The role of theoretical knowledge, experience, and reflection-in-action in the professional growth of school leaders. - 261 p.

Source: Dissertation Abstracts International, Volume: 69-04, Section: A, page: 1247.

Thesis (Ph.D.)--State University of New York at Albany, 2007.

School leadership has long been recognized as one of the critical factors for the successful attainment of school goals. The emerging model of the principal as a transformative leader focuses on the responsibility of the administrator to promote the vision of the organization, which necessitates the addition of new competencies to the repertoires of school leaders. This study examines some of those requisite skills and explores how they are acquired. Specifically, the purpose of this qualitative study is to explore how principals learn by describing the roles of experience, theoretical knowledge, and reflection-in-action in the professional development of principals. The results of the study suggest that a confluence of all three elements was important to the professional development of the ten principals studied. Their practical knowledge---that is, the ability of principals to access their tacit knowledge, to reflect on their experiences, and to make decisions and solve problems using their theoretical knowledge---seemed to be the determinant of their success as principals. This research confirms a proposed theoretical model of a principal's professional development that suggests a process whereby principals use reflection-in-action and reflection-on-action to augment their theoretical knowledge and practical knowledge accumulated over various repetitions of school-based experiences to guide their decision making and problem finding ability. In order to develop the ability of school leaders to use reflection-in-action as a learning tool, experience and theoretical knowledge are used to tap into their tacit knowledge, which frames their mental models of the principalship. As the model of professional development suggests, the addition of reflection-on-action gives the principal-learner a tool for making sense of her experiences and actions. When the principal-learner reflects on her decisions after the performance, this new knowledge is processed in the learner's bank of tacit knowledge. It is added to the principal's bank of theoretical or experiential knowledge, generally in the form of "if-then-because" statements. This knowledge is then available to be accessed for reflecting in-action when new, unexpected situations are encountered in practice. The narrative, or case study method, was found to be an effective tool for surfacing tacit knowledge to stimulate reflection. Principals learn using a dynamic process in which they engage in metacognitive and dialogical conversations with their environment to solve the unexpected problems of practice they encounter.

ISBN: 9780549591825Subjects--Topical Terms:

2122799
Educational administration.

How school principals learn: The role of theoretical knowledge, experience, and reflection-in-action in the professional growth of school leaders.
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