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Preparing Principals in Educational Leadership Programs: Exploring Problems of Practice With Self-Directed Learning Projects

Preparing Principals in Educational Leadership Programs: Exploring Problems of Practice With Self-Directed Learning Projects

Sarah L. Crary, Elizabeth A. Gilblom
Copyright: © 2022 |Pages: 20
ISBN13: 9781799876618|ISBN10: 1799876616|EISBN13: 9781799876632
DOI: 10.4018/978-1-7998-7661-8.ch010
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MLA

Crary, Sarah L., and Elizabeth A. Gilblom. "Preparing Principals in Educational Leadership Programs: Exploring Problems of Practice With Self-Directed Learning Projects." Self-Directed Learning and the Academic Evolution From Pedagogy to Andragogy, edited by Patrick Hughes and Jillian Yarbrough, IGI Global, 2022, pp. 173-192. https://doi.org/10.4018/978-1-7998-7661-8.ch010

APA

Crary, S. L. & Gilblom, E. A. (2022). Preparing Principals in Educational Leadership Programs: Exploring Problems of Practice With Self-Directed Learning Projects. In P. Hughes & J. Yarbrough (Eds.), Self-Directed Learning and the Academic Evolution From Pedagogy to Andragogy (pp. 173-192). IGI Global. https://doi.org/10.4018/978-1-7998-7661-8.ch010

Chicago

Crary, Sarah L., and Elizabeth A. Gilblom. "Preparing Principals in Educational Leadership Programs: Exploring Problems of Practice With Self-Directed Learning Projects." In Self-Directed Learning and the Academic Evolution From Pedagogy to Andragogy, edited by Patrick Hughes and Jillian Yarbrough, 173-192. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-7661-8.ch010

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Abstract

This chapter explores educational leadership graduate programs and the complex process of preparing the next generation of principals and building administrators. The authors emphasize the role of self-directed learning in educational leadership graduate programs, as pre-service principals will ultimately encounter problems of practice in school settings that challenge them to seek, analyze, and utilize information effectively and the skills necessary for making informed decisions and applying theory to practice. This chapter explores the ways in which some educational leadership graduate programs shaped their programs as settings that foster scholar-practitioners through the integration of new standards and frameworks that encourage the development of practice-related research skills. Also, the authors examine problems of practice and the ways educational leadership programs prepare pre-service principals to grapple with these complex issues. Lastly, a problem of practice project is outlined for use in the classroom.

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