''Principalled'' Leadership in the PDS School: Enhancing the Field Experience for Pre-Service Teachers

Autor/in	Klenk, Laura
Titel	''Principalled'' Leadership in the PDS School: Enhancing the Field Experience for Pre-Service Teachers
Quelle	In: School-University Partnerships, 8 (2015) 1, S.57-67 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7125
Schlagwörter	Field Experience Programs; Preservice Teachers; Leadership Role; Professional Development Schools; Educational Practices; Principals; Qualitative Research; Case Studies; Elementary Schools; Instructional Leadership; Participative Decision Making; Administrator Role; Administrator Characteristics; Journal Writing; Observation; Transcripts (Written Records); Interaction Process Analysis; Teacher Leadership; Student Leadership; School Effectiveness + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Bildungspraxis; Principal; Schulleiter; Qualitative Forschung; Case study; Fallstudie; Case Study; Elementary school; Grundschule; Volksschule; Instruction; Leadership; Bildung; Erziehung; Führung; Zeitschriftenaufsatz; Beobachtung; Prozessanalyse; Lehrerfunktionsstelle; Studentenwerk; Schuleffizienz
Abstract	In the mid-1980s and early 1990s, the Holmes group (1990) laid out a blueprint for leadership in PDS schools, positing that effective principals could foster leadership roles for all participants. Since then other scholars have explored the challenges of establishing strong principal-PDS relationships. This qualitative case study reveals how one elementary principal used her leadership role in very intentional ways to enhance the field experience for Junior Participants (JPs) in a PDS program. Findings reveal that the principal's direct engagement with the JPs, her instructional leadership, and her actualized vision of shared leadership with teachers and children in her school created positive experiences for the JPs in the following ways: by maximizing the amount of direct engagement between the JPs and the children; helping them see the complexities of teaching; and allowing them to view the children as responsible, competent leaders in their own right. (As Provided).
Anmerkungen	National Association for Professional Development Schools. College of Education University of South Carolina, Wardlaw 252, Columbia, SC 29208. Tel: 803-777-1515; Fax: 803-777-3035; e-mail: napds@mailbox.sc.edu; Web site: http://www.napds.org/school_university_partnerships.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01