Leadership for School Improvement -- Linking Learning to Leading over Time

Autor/inn/en	Liljenberg, Mette; Wrethander, Marie
Titel	Leadership for School Improvement -- Linking Learning to Leading over Time
Quelle	In: Professional Development in Education, 49 (2023) 1, S.30-44 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2020.1752288
Schlagwörter	Leadership; Educational Improvement; Beginning Principals; Administrator Education; Foreign Countries; Leadership Training; Professional Development; Learning Activities; Administrator Attitudes; Sweden + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Teaching improvement; Unterrichtsentwicklung; Ausland; Führungslehre; Lernaktivität; Schweden
Abstract	Furnishing novice school leaders with the knowledge and skills they require to be successful in practice has proved difficult. This paper describes and analyses an attempt to link learning and school leading practices in their education: a three-year learning activity within the Swedish National School Leadership Training Programme intended to develop novice school leaders' ability to analyse, critically examine, formulate and implement school improvement strategies. The theoretical point of departure is a social constructionist and situated perspective on learning. Drawing on data from 120 reports submitted by school leaders at the end of years two (n = 60) and three (n = 60) of the programme, and nine audio-recorded conversations between groups of the leaders, we identify critical aspects of the learning process. The findings indicate that the novice school leaders initially perceived the learning activity to be challenging, but it gradually became a mediational mean and boundary object in and between their practices. Critical elements for this were the activity's design and length, systematic approach, supportive tools and 'forcing moments'. We argue that linking training practice to school leading practice may have positive effects on novice school leaders' professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01