Abstract
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
were obtained by using semi-structured interviews. A total of 16
programme participants, four providers and four 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
tranferred 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
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
were obtained by using semi-structured interviews. A total of 16
programme participants, four providers and four 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
tranferred 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
| Original language | English |
|---|---|
| Journal | Educational Management Administration and Leadership |
| Publication status | Accepted/In press - 4 Jan 2022 |
Keywords
- principal development,
- community of practice
- shadowing learning
- China
- transfer of learning