ERIC Number: ED194987
Record Type: RIE
Publication Date: 1980
Reference Count: N/A
Critical Issues in the Preparation of Educational Administrators in Britain.
Hughes, Meredydd G.
In this paper, consideration is given to the modest but developing contribution of theory to the preparation of educational administrators in Britain. The significance of the social sciences to educational administrators is discussed, along with the tension between two views: one that holds that social sciences in general or a particular social science ought to be studied by educational administrators, and another that holds that students ought to choose from the social sciences selected topics and issues that take account of actual situations practitioners will encounter. The author notes concern for two kinds of relevance for administrator education programs: the "problem-based" relevance of courses that apply to the practical problems of everyday administration and the"career-based" relevance of courses that are perceived as relevant to the participant's future career. He maintains that these concerns are unlikely to diminish as environmental pressures become more specific and persistent. It is noted that in Britain there are signs of increased appreciation of the need to expand the effort and resources devoted to research studies aiming to describe and analyze current administrative practice against the backdrop of changing environmental factors. The underlying issue on which the author sees all else to depend is that of developing and constantly renewing the vital two-way relationship between theory and practice. (Author/JM)
Descriptors: Administrator Education, Administrator Qualifications, Educational Administration, Educational Needs, Educational Practices, Educational Research, Educational Theories, Experiential Learning, Foreign Countries, Relevance (Education), Social Sciences, Teaching Methods
Not available separately; see EA 013 022.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: British Columbia Univ., Vancouver. Center for Continuing Education.
Identifiers: Great Britain; Theory Practice Relationship
Note: Published in "Canadian and Comparative Educational Administration" (EA 013 022). Based on a paper presented at the International Intervisitation Program in Educational Administration (4th, Montreal and Vancouver, Canada, May 1980). For related documents, see EA 013 022-050.