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ERIC Number: EJ1186222
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISSN: EISSN-2155-9635
The Nexus between Theory and Practice: How the Transformative Initiative Pathway Improved Clinical Practice for Educational Leadership Preparation
Jamison, Kimberly; Clayton, Jennifer K.; Tekleselassie, Abebayehu Aemero
International Journal of Educational Leadership Preparation, v13 n1 p178-190 Spr 2018
This qualitative study, situated within a larger interdisciplinary effort by a graduate school of education and human development at a large private university on the east coast, documents the perspectives of administrative interns on the significance of their experiences engaged in clinical practice. Semi-structured interview data from 20 administrative interns were analyzed through the lens of the following Domains of Interest: a) assessment, b) curriculum and clinical connections, c) mentoring and supervision, and d) context and design of clinical experiences, as well as how these experiences and level of inquiry due to the TI pathway oriented participants into the role of administrator. Data analysis suggests three main themes influencing administrative interns engaged in clinical practice: a) the shift in perspective from the role of teacher to the role of administrator (aligning with domains a, b, and d), b) clinical practice experiences provided strong connections to course content in some areas, and weak connections in others (aligning with domains b and d), and c) the level of mentoring and support from internship mentors, although inconsistent, had a significant impact on how they experienced and made meaning of their clinical experiences (aligning with domain c). These findings have implications for university preparation programs, school districts, and shed light on a unique pathway to accreditation, which focuses on situated learning and role transformation as a result of clinical practice experiences.
International Council of Professors of Educational Leadership. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A