Exhibiting Care While Re/Constructing Teacher Education: A Self-Study of Teacher Education Leadership.
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| Title: | Exhibiting Care While Re/Constructing Teacher Education: A Self-Study of Teacher Education Leadership. |
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| Authors: | Butler, Brandon M.1 bmbutler@odu.edu, Yendol-Hoppey, Diane2 |
| Source: | Studying Teacher Education: Journal of Self-Study of Teacher Education Practices. Nov2024, Vol. 20 Issue 3, p344-367. 24p. |
| Subject Terms: | *Teacher education, *Educational leadership, *Higher education |
| Abstract: | Leadership development in higher education remains lacking, with most leadership development the result of learning on-the-job. Understanding and navigating the leadership challenges of increasingly complex higher education environments is even more demanding in colleges of education facing unprecedented pressures from outside and inside the institution. Given that little training exists for teacher education leaders, they often find themselves experiencing tensions related to how to facilitate teacher education reform as they learn on-the-job. In this self-study, we developed a reciprocal mentoring relationship that helped us unpack tensions related to our experiences as teacher education leaders. Two tensions were explored in this study, the tensions of action and intent and valuing and reconstructing experience. Investigating these two tensions resulted in two findings related to our transition into leadership. First, we found that leadership required exhibiting care and an ability to navigate the divides and challenges that can inhibit teacher education reform. Second, leaders learn and develop leadership practices over time, such as providing clear communication and understanding faculty roles in change and transformation. Learning to embrace successes while learning from challenges affords teacher education leaders opportunities to re/construct pictures of the self as leader through shifting interpretations of leadership, experiencing challenges in promoting change, and building new/existing programs to improve teacher education. These findings hold implications for teacher education leadership as they help make visible the challenges of teacher education leadership roles and the importance of faculty-leadership collaboration in teacher education program reform. [ABSTRACT FROM AUTHOR] |
| Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181661939 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exhibiting Care While Re/Constructing Teacher Education: A Self-Study of Teacher Education Leadership. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Butler%2C+Brandon+M%2E%22">Butler, Brandon M.</searchLink><relatesTo>1</relatesTo><i> bmbutler@odu.edu</i><br /><searchLink fieldCode="AR" term="%22Yendol-Hoppey%2C+Diane%22">Yendol-Hoppey, Diane</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Studying+Teacher+Education%3A+Journal+of+Self-Study+of+Teacher+Education+Practices%22">Studying Teacher Education: Journal of Self-Study of Teacher Education Practices</searchLink>. Nov2024, Vol. 20 Issue 3, p344-367. 24p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Leadership development in higher education remains lacking, with most leadership development the result of learning on-the-job. Understanding and navigating the leadership challenges of increasingly complex higher education environments is even more demanding in colleges of education facing unprecedented pressures from outside and inside the institution. Given that little training exists for teacher education leaders, they often find themselves experiencing tensions related to how to facilitate teacher education reform as they learn on-the-job. In this self-study, we developed a reciprocal mentoring relationship that helped us unpack tensions related to our experiences as teacher education leaders. Two tensions were explored in this study, the tensions of action and intent and valuing and reconstructing experience. Investigating these two tensions resulted in two findings related to our transition into leadership. First, we found that leadership required exhibiting care and an ability to navigate the divides and challenges that can inhibit teacher education reform. Second, leaders learn and develop leadership practices over time, such as providing clear communication and understanding faculty roles in change and transformation. Learning to embrace successes while learning from challenges affords teacher education leaders opportunities to re/construct pictures of the self as leader through shifting interpretations of leadership, experiencing challenges in promoting change, and building new/existing programs to improve teacher education. These findings hold implications for teacher education leadership as they help make visible the challenges of teacher education leadership roles and the importance of faculty-leadership collaboration in teacher education program reform. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Studying Teacher Education: Journal of Self-Study of Teacher Education Practices is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181661939 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/17425964.2024.2304141 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 344 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Educational leadership Type: general – SubjectFull: Higher education Type: general Titles: – TitleFull: Exhibiting Care While Re/Constructing Teacher Education: A Self-Study of Teacher Education Leadership. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Butler, Brandon M. – PersonEntity: Name: NameFull: Yendol-Hoppey, Diane IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 17425964 Numbering: – Type: volume Value: 20 – Type: issue Value: 3 Titles: – TitleFull: Studying Teacher Education: Journal of Self-Study of Teacher Education Practices Type: main |
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