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ERIC Number: EJ824143
Record Type: Journal
Publication Date: 2004-Apr
Pages: 18
Abstractor: As Provided
Reference Count: 47
ISSN: ISSN-1361-1267
Developing a Mentoring Internship Model for School Leadership: Using Legitimate Peripheral Participation
Williams, Ellen J.; Matthews, Joseph; Baugh, Steven
Mentoring & Tutoring: Partnership in Learning, v12 n1 p53-70 Apr 2004
Educational Leadership students need to spend significant time in authentic school contexts working alongside well-prepared mentor principals to be adequately prepared for complex leadership roles. Through carefully-designed internships, students link school leadership theory from academic coursework with actual improvisational practice. This type of knowledge can be accessed only in the context of action. Lave and Wenger's (1991) model of legitimate peripheral participation (LPP) describes effective means for bringing intern administrators from the periphery to the center of the community of leadership practice. In LPP mentors create growth-promoting divisions of labor that allow interns to coparticipate with them completing part of the task while simultaneously observing mentor principals perform theirs, gradually increasing the complexity of tasks that interns are given. LPP is a promising model for guiding selection and preparation of principals for mentoring roles. This paper concludes with four recommendations for creating effective mentored internships.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A