ERIC Number: ED422291
Record Type: RIE
Publication Date: 1998-Apr-13
Teaching and Learning in the Studio of Instructional Leadership.
Jacobs, Richard M.
This paper focuses on teaching and learning in educational administration and the challenges constructivism and reflective practice suggest for professors about their roles as teachers and learners. The paper takes four glimpses into a classroom (the studio of instructional leadership) where students seeking administrative certification learn the theoretical knowledge and technical skills associated with instructional leadership. The four glimpses are: conceptualizing democratic governance, examining alternative approaches to curriculum development, investigating and adopting adult learning theory, and designing a comprehensive staff development program. The glimpses show a professor using constructivist learning theory and reflective practice to make learning relevant to his students and to bridge the gap frequently demarcating theoretical knowledge and technical skills from practice. The four glimpses also show the professor constructing personal and professional knowledge about teaching and learning in educational administration. Before examining the studio of instructional leadership, the paper surveys the context for teaching and learning in the classroom and specifies students' learning objectives. The next section details what the students and the professor have learned. The paper closes by considering the challenges which the studio environment poses to teaching and learning in professional training programs. (Contains 62 references.) (SM)
Descriptors: Administrators, Adult Learning, College Faculty, Constructivism (Learning), Curriculum Development, Democratic Values, Educational Administration, Graduate Students, Graduate Study, Higher Education, Instructional Leadership, Leadership Training, Learning Theories, Reflective Teaching, Relevance (Education), Staff Development
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).