Past Experiences, Present Beliefs, Future Practices: Using Narratives to Re(present) Leadership Educator Identity

In an effort to better understand leadership educator preparation, this qualitative study explores leadership educators' identity constructions, or (re)presentations of experiences, beliefs, and practices that contribute to one's professional identity. We used three narrative approaches (s...

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Bibliographic Details
Published in:Journal of leadership education 2018-01, Vol.17 (1), p.93-113
Main Authors: Priest, Kerry L, Seemiller, Corey
Format: Article
Language:English
Subjects:
Administrator Education
Beliefs
College Faculty
Critical Incidents Method
Educational Practices
Faculty Development
Identity formation
Intention
Interaction
Knowledge
Leadership Training
Learning
Learning Experience
Narratives
Phenomenology
Professional development
Professional Identity
Professionals
Qualitative Research
Reflection
Story Telling
Storytelling
Teacher Attitudes
Teacher education
Teacher Surveys
Teaching
Transformative Learning
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Summary:In an effort to better understand leadership educator preparation, this qualitative study explores leadership educators' identity constructions, or (re)presentations of experiences, beliefs, and practices that contribute to one's professional identity. We used three narrative approaches (storytelling, symbolic interactionism, and anticipatory reflection) to capture short stories of leadership educators' lived experiences and life perspectives. Analysis of these narratives illustrate the kinds of past experiences that led to shifts in thinking or practice. Leadership education was seen as a process of leadership development, with teachers and students both exercising leadership. And participants' reflection on their intentions for future practice emphasize learning that is both personal (relational) and procedural (developing knowledge and skills). Findings offer insight into recommendations for intentional professional development experiences and future research.
ISSN:1552-9045
1552-9045
DOI:10.12806/V17/I1/R3