Literaturnachweis - Detailanzeige
| Autor/inn/en | Hart, Ann Weaver; Bredeson, Paul V. |
|---|---|
| Titel | Toward a Theory of Professional Visualization. |
| Quelle | (1995), (33 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; Administrator Effectiveness; Administrator Role; Cognitive Processes; Cognitive Restructuring; Educational Theories; Elementary Secondary Education; Knowledge Representation; Leadership; Principals; Professional Development; Theory Practice Relationship |
| Abstract | Schools are professional work groups requiring the application of professional knowledge to constantly shifting educational challenges as adults work to help students learn. This paper describes a theory of professional visualization through which principals can make their professional practice consistent with their knowledge, values, and intentions. Visualizing or professional theorizing (Schon 1983) provides a means for constructing situational maps that guide principals closer to superior professional achievement. It is a means for creating deliberate structures, theories, or maps for taking action. Four basic building blocks contribute to the quality of principals' expert thinking: professional values, knowledge, processes and behaviors, and intent. The paper begins with a discussion of these four building blocks, presents a framework for professional theorizing, and describes the steps for professional visualization. The framework is then applied to pressing, current issues in education to illustrate how knowledge can be applied through this process. The issues include choice, vouchers, and privatization; collaboration; parental involvement; cultural pluralism; and access and excellence. Six figures are included. (LMI) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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