Analyzing Principal Professional Development Practices through the Lens of Adult Learning Theory

Autor/inn/en	Zepeda, Sally J.; Parylo, Oksana; Bengtson, Ed
Titel	Analyzing Principal Professional Development Practices through the Lens of Adult Learning Theory
Quelle	In: Professional Development in Education, 40 (2014) 2, S.295-315 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2013.821667
Schlagwörter	Adult Learning; Learning Theories; Qualitative Research; Case Studies; Principals; Professional Development; Administrator Effectiveness; Interviews; School Districts; Public Schools; Educational Practices; Career Development; Individualized Instruction; Alignment (Education); Professional Continuing Education; Strategic Planning; Accountability; Georgia + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Learning theory; Lerntheorie; Qualitative Forschung; Case study; Fallstudie; Case Study; Principal; Schulleiter; Interviewing; Interviewtechnik; School district; Schulbezirk; Public school; Öffentliche Schule; Bildungspraxis; Berufsentwicklung; Individualisierender Unterricht; Berufsfeldbezogener Unterricht; Weiterbildung; Strategy; Planning; Strategie; Planung; Verantwortung
Abstract	This qualitative study sought to identify current principal professional development practices in four school systems in Georgia and to examine them by applying the principles of adult learning theory. The cross-case analysis of principal professional development initiatives in four school districts revealed nine common practices: connecting professional development to career development; individualizing professional development; engaging multiple sources of professional development; adapting, not adopting, externally provided professional development; aligning and focusing professional development; ensuring ongoing scheduled professional development; encouraging mentoring relations; providing data-informed and job-embedded professional development; and strategic planning of principal professional development. Although these practices possessed certain characteristics of adult learning--they were problem centered, relevancy oriented, and goal oriented--they were, however, rarely self-directed. By examining current principal professional development practices through the lens of adult learning theory, these findings contribute new knowledge about current principal professional development and offer implications for the use of adult learning theory in planning and providing principal professional learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10