Preparing for principalship from the crucible of experience

Reflecting on theory, practice and research

Datos Bibliográficos

ID9956482
AutoresSimon Clarke (0000-0001-7034-8318, a The University of Western Australia , 35 Stirling Highway, Nedlands, Western Australia 6009, Australia, autor de correspondencia), Helen Wildy (0000-0002-2503-1175, a The University of Western Australia , 35 Stirling Highway, Nedlands, Western Australia 6009, Australia)
Año2010
Volumen42
Número1
Páginas1-16
Fecha de publicación2010-02-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaJournal of Educational Administration & History (JOURNAL)
Identificadores de la revistaISSN: 0022-0620 • E-ISSN: 1478-7431
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00220620903462116
OpenAlexW2053687090
IdiomaEN
Citas recibidas4

This paper examines the theories of organisation that have informed our understanding of schools as complex social worlds and the practice of school leadership that seems to be required in such environments. This understanding has, in turn, determined the research approach we have adopted for investigating principals’ work and for ascertaining the utility of existing approaches to their initial preparation. The paper argues that the extent to which preparation processes align with principals’ professional needs will depend on the extent to which they are able to connect with the realities of workplaces found in schools as well as the environments in which they are located. For this purpose, it is desirable to pursue the kind of enquiry that is capable of revealing what schools leaders know and brings them to a new stage in their thinking about practice

Crucible (geodemography · Educational leadership · Engineering ethics · Instructional leadership · Pedagogy · Political science · Public relations · Sociology · Work (physics · Engineering · Innovative Education and Learning Practices · Teacher Education and Leadership Studies