Shadowing as a method of principal development
A qualitative cross-case study in China
Bibliographic Data
| ID | 21784175 |
|---|---|
| Authors | Xue Shan (0000-0003-0026-7306, Guizhou University, corresponding author), Zheng Yulian (Guizhou Normal University), Ashley Ng Mooi, Ashley Ng Yoon Mooi (University of Nottingham Ningbo China), Liang Jiwen, Jiwen Liang (0009-0002-4563-4464, The University of Sydney) |
| Year | 2024 |
| Volume | 52 |
| Issue | 3 |
| Pages | 629-665 |
| Publication date | 2024-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Management Administration & Leadership (JOURNAL) |
| Journal identifiers | ISSN: 1741-1432 • E-ISSN: 1741-1440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/17411432221074885 |
| OpenAlex | W4225961374 |
| Language | EN |
| Citations received | 1 |
| References cited | 69 |
The purpose of this paper is to explore how shadowing has been applied as a method for principal development in China, in terms of its aims, the procedure and the transfer of learning. Four shadowing programmes countrywide were selected. The information on the experience of the participants, providers and mentors from high-performing site schools was obtained using semi-structured interviews. A total of 16 programme participants, 4 providers and 4 mentors from high-performing site schools were involved. This study presents a comprehensive picture of the use of shadowing as a method for principal development in China by exploring individuals who were directly involved in the shadowing programmes, and by bridging leadership learning to leadership practice stressing on transfer of learning upon completion of the programmes. The research found that learning by shadowing transferred into some positive changes in participants, at both cognitive and practical levels, when they shadow in high-performing schools. However, orientations for learning and relationships during learning were weakly established in most of the programmes, which could hardly support participants to internalise and contextualise their learning into practice for strategic or systematic changes
China · Cognitive psychology · Developmental psychology · Leadership development · Political science · Public relations · Qualitative research · Sociology · Transfer of learning · Transfer of training · Computer Science · Educational and Psychological Assessments · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Content analysis
Perspectives on Thinking, Learning, and Cognitive Styles
Handbook of Research on Educational Communications and Technology
The Adult Learner
The Process of Education
Communities of Practice
The Impact of Leadership on Student Outcomes
Who Will Lead and Who Will Follow? A Social Process of Leadership Identity Construction in Organizations.
Qualitative evaluation and research methods
Relations between teachers' approaches to teaching and students' approaches to learning
The Instructional Management Role of the Principal
Testing a Conception of How School Leadership Influences Student Learning
Principal Instructional Leadership, Teacher Self-Efficacy, and Teacher Professional Learning in China
Reframing Professional Development Through Understanding Authentic Professional Learning
Bringing context out of the shadows of leadership
Case Study Research
The Oxford Handbook of Leadership and Organizations
Social learning theory
Can there be an empirical science of volitional action
Shadowing in/as work
Notes from the field on organizational shadowing as framing
Critical issues in supporting self-study
Theory and Practice in Education
Systematic Review of Design-Based Research Progress
Transfer of learning in the learning society
Switching Cognitive Gears
Multisite Qualitative Policy Research
From leadership-as-practice to leaderful practice
Qualitative Data Analysis
Situated Cognition and the Culture of Learning
Situated Learning
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |