Principal transformative learning through mentoring aspiring administrators
被引:2
|
作者:
Bickmore, Dana L.
论文数: 0引用数: 0
h-index: 0
机构:
Univ Nevada, Educ Policy & Leadership, Las Vegas, NV 89154 USAUniv Nevada, Educ Policy & Leadership, Las Vegas, NV 89154 USA
Bickmore, Dana L.
[1
]
Davenport, Lydia Diane
论文数: 0引用数: 0
h-index: 0
机构:
Alabama A&M Univ, Dept Educator Preparat & Certificat Serv, Huntsville, AL USAUniv Nevada, Educ Policy & Leadership, Las Vegas, NV 89154 USA
Davenport, Lydia Diane
[2
]
机构:
[1] Univ Nevada, Educ Policy & Leadership, Las Vegas, NV 89154 USA
[2] Alabama A&M Univ, Dept Educator Preparat & Certificat Serv, Huntsville, AL USA
来源:
MENTORING & TUTORING
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2019年
/
27卷
/
03期
关键词:
Principal;
mentoring;
adult learning;
reflection;
SCHOOL LEADERS;
D O I:
10.1080/13611267.2019.1630989
中图分类号:
G40 [教育学];
学科分类号:
040101 ;
120403 ;
摘要:
Few researchers have explicitly examined the benefits to practicing principals engaged in mentoring aspiring principals. Through the lens of transformative learning, the purpose of our study was to examine the professional learning of practicing principals engaged as mentors with aspiring principals in a leadership preparation program. Two questions guided our study. First, how does engaging in the mentoring process lead to professional learning? Second, how does that learning manifest itself in principal practice? Findings suggested principal mentor/protege and mentor/mentor interactions prompted mentors to question their own experiences and practices, problematizing some of these practices. Principals then generated solutions, which lead to changes in core beliefs and assumptions and finally changes in practices, reflective of transformative learning.