Enhancing School Leadership through an International Study Visit

Autor/in	Cramp, Andy
Titel	Enhancing School Leadership through an International Study Visit
Quelle	In: Professional Development in Education, 42 (2016) 5, S.787-800 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2015.1127271
Schlagwörter	Instructional Leadership; Leadership Training; Models; Foreign Countries; Transformative Learning; Informal Education; Communities of Practice; Trust (Psychology); Outcomes of Education; Travel; Experiential Learning; Learning Activities; Observation; School Visitation; Elementary School Teachers; Secondary School Teachers; College Faculty; Administrators; India; United Kingdom (England) + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Führungslehre; Analogiemodell; Ausland; Pädagogische Transformation; Informelle Bildung; Nichtformale Bildung; Community; Lernleistung; Schulerfolg; Travelling; Reisen; Reise; Experiental learning; Erfahrungsorientiertes Lernen; Lernaktivität; Beobachtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Indien
Abstract	This article explores the outcomes of a school leadership study visit to India. The research critiques the competency-based frameworks common in English leadership development programmes, and argues instead for an approach that challenges assumptions in a fresh context for learning and considers leadership as a process of humanisation. Using Mezirow's 'perspective transformations' as a starting point, the article briefly outlines what was learned on the visit; but, more importantly, the article focuses on how that learning took place. Activities which proved particularly valuable are discussed. Importantly, the research found that informal opportunities for learning sliding into the spaces around formal events were often responsible for unexpected and influential perspective transformations and that these opportunities for learning are often undervalued. The research concludes that international study visits where participants agree their own collective agendas and develop a trusted validating community group are more valuable than transmission models of leadership learning. Finally, the article briefly returns to the notion of leadership as a process of humanisation and suggests that, seen in this way, the pursuit of community becomes a more highly valued outcome for leadership learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01