Leadership Educator Journeys: Expanding a Model of Leadership Educator Professional Identity Development

Autor/inn/en	Seemiller, Corey; Priest, Kerry L.
Titel	Leadership Educator Journeys: Expanding a Model of Leadership Educator Professional Identity Development
Quelle	In: Journal of Leadership Education, 16 (2017) 2, S.1-22 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Leadership Training; Best Practices; Professional Identity; Qualitative Research; Teaching Methods; Pedagogical Content Knowledge; Models; Critical Incidents Method; Self Efficacy; Student Personnel Workers; Administrator Attitudes; Content Analysis; Writing (Composition); Cognitive Processes; Emotional Experience; Work Experience; Communities of Practice + Suchen Sie Ihr Suchwort? Führungslehre; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Analogiemodell; Self-efficacy; Selbstwirksamkeit; Inhaltsanalyse; Schreibübung; Cognitive process; Kognitiver Prozess; Employment experience; Job experience; Occupational experience; Berufserfahrung; Community
Abstract	There is a great deal of literature on leadership education best-practices (e.g., curricular considerations, teaching strategies, assessment of learning). Yet, to be a leadership educator is more than having knowledge or expertise of content and pedagogy. Perceptions, experiences, and values of leadership educators comprise a professional identity that is reflective of not only what leadership educators do, but also who they are and how they view themselves within the profession. This qualitative study builds on Seemiller and Priest's (2015) Leadership Educator Professional Identity Development (LEPID) conceptual model by analyzing stories from participants of a professional leadership educator development experience. Leadership educators' identity development reflected a consistent and linear progression through the identity spaces outlined in the LEPID model, and further can be viewed through three distinct dimensional lenses (experiential, cognitive, and emotional experiences). Additionally, leadership educator identities were shaped by a particular set of ongoing influences and critical incidents; the most prevalent incident was related to feelings of inadequacy in leadership expertise and competence. Findings from this study can inform educational programs and professional associations in efforts to train and develop leadership educators. [For Seemiller and Priest's, "The Hidden "Who" in Leadership Education: Conceptualizing Leadership Educator Professional Identity Development," see EJ1131895.] (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01