Conceptual Changes in Aspiring School Leaders: Lessons from a University Classroom

Scholars and practitioners recognize the significance of improving leadership preparation programs. This longitudinal study (surveys and interviews) investigates how course structure and curricula supports graduate students’ learning about content as well as how to attend and facilitate adult develo...

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Bibliographic Details
Published in:Journal of research on leadership education 2011-04, Vol.6 (4), p.83-132
Main Authors: Drago-Severson, Eleanor, Asghar, Anila, Blum-DeStefano, Jessica, Welch, Jennifer Roloff
Format: Article
Language:English
Subjects:
Adult Development
Elementary Secondary Education
Graduate Students
Instructional Leadership
Leadership Training
Occupational Aspiration
Pretests Posttests
Teacher Researchers
Theory Practice Relationship
Transformative Learning
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Summary:Scholars and practitioners recognize the significance of improving leadership preparation programs. This longitudinal study (surveys and interviews) investigates how course structure and curricula supports graduate students’ learning about content as well as how to attend and facilitate adult development. This paper describes: (a) changes in students’ conceptions of how to support adult development, including their new understanding that adults need challenge and support to grow; (b) how course experiences helped them understand theory and practices for supporting adult growth, and (c) how they planned to use practices in their future leadership. This investigation offers insight into how course structure, content, and instruction can support educators’ leadership development.
ISSN:1942-7751
1942-7751
DOI:10.1177/194277511100600401