Professional Identity as an Analytic Lens for Principal Learning in Contexts of Transformation

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Alison Fox Resnick
{"title":"Professional Identity as an Analytic Lens for Principal Learning in Contexts of Transformation","authors":"Alison Fox Resnick","doi":"10.1177/0013161x231204883","DOIUrl":null,"url":null,"abstract":"Purpose: Many efforts for educational transformation involve fundamentally new visions of the principal's role. This article examines the potential of an analytic framework for understanding principal learning in such contexts. An adaptation of an analytic approach to studying teacher learning, the framework examines learning as individual professional identity development situated within shifts in local definitions of competence for the role of the principal. Research Approach: Grounded in a sociocultural perspective, the analytic framework is designed for analysis of (a) how individuals develop new professional identities, and (b) how such learning is situated in contexts of shifting, local narratives and expectations about professional roles, responsibilities, and competence. The use of the analytic framework is illustrated through qualitative analysis of a case of a district effort to support four elementary principals to develop fundamentally different leadership practice specific to participation in teacher professional development. Findings: Illustrative findings reveal the gradual and complex development of principal role identities specific to the emerging expectations for practice. For the first part of the year, principals demonstrated evidence of enacting new practice out of compliance. As the year progressed, the analysis indicated that principals began to identify with new expectations for practice and shift their underlying conceptions of student and teacher learning. Implications: The analytic framework has methodological implications for how principal learning for the transformation of practice is conceptualized, studied, and supported in local contexts.","PeriodicalId":48091,"journal":{"name":"Educational Administration Quarterly","volume":"10 1","pages":"0"},"PeriodicalIF":2.4000,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Administration Quarterly","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/0013161x231204883","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

Purpose: Many efforts for educational transformation involve fundamentally new visions of the principal's role. This article examines the potential of an analytic framework for understanding principal learning in such contexts. An adaptation of an analytic approach to studying teacher learning, the framework examines learning as individual professional identity development situated within shifts in local definitions of competence for the role of the principal. Research Approach: Grounded in a sociocultural perspective, the analytic framework is designed for analysis of (a) how individuals develop new professional identities, and (b) how such learning is situated in contexts of shifting, local narratives and expectations about professional roles, responsibilities, and competence. The use of the analytic framework is illustrated through qualitative analysis of a case of a district effort to support four elementary principals to develop fundamentally different leadership practice specific to participation in teacher professional development. Findings: Illustrative findings reveal the gradual and complex development of principal role identities specific to the emerging expectations for practice. For the first part of the year, principals demonstrated evidence of enacting new practice out of compliance. As the year progressed, the analysis indicated that principals began to identify with new expectations for practice and shift their underlying conceptions of student and teacher learning. Implications: The analytic framework has methodological implications for how principal learning for the transformation of practice is conceptualized, studied, and supported in local contexts.
转型背景下主体学习的专业认同分析镜头
目的:许多教育转型的努力涉及对校长角色的全新认识。本文探讨了在这种情况下理解主体学习的分析框架的潜力。该框架采用分析方法来研究教师学习,将学习作为个体专业认同的发展来考察,这种发展处于对校长角色能力的本地定义的变化之中。研究方法:基于社会文化视角,分析框架旨在分析(a)个人如何发展新的职业身份,以及(b)这种学习如何处于不断变化的背景下,当地叙述和对职业角色,责任和能力的期望。分析框架的使用是通过一个案例的定性分析来说明的,该案例是一个地区努力支持四位小学校长发展根本不同的领导实践,具体到参与教师专业发展。研究结果:说明性研究结果揭示了主要角色身份的逐渐和复杂的发展,具体到新兴的实践期望。在今年上半年,校长们有证据显示,他们制定了不符合规定的新做法。随着时间的推移,分析显示校长们开始认同对实践的新期望,并改变了他们对学生和教师学习的基本观念。含义:分析框架对如何在当地背景下概念化、研究和支持实践转化的主要学习具有方法论含义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信