ABSTRACT Few researchers have explicitly examined the benefits to practicing principals engaged in mentoring aspiring principals. Through the lens of transformative learning, the purpose of our study was to examine the professional learning of practicing principals engaged as mentors with aspiring principals in a leadership preparation program. Two questions guided our study. First, how does engaging in the mentoring process lead to professional learning? Second, how does that learning manifest itself in principal practice? Findings suggested principal mentor/protégé and mentor/mentor interactions prompted mentors to question their own experiences and practices, problematizing some of these practices. Principals then generated solutions, which lead to changes in core beliefs and assumptions and finally changes in practices, reflective of transformative learning.

中文翻译：

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通过指导有抱负的管理员来进行主要的变革性学习

摘要很少有研究人员明确研究过实践指导有志于指导有志之校长的好处。通过变革性学习的视角，我们的研究目的是检验在领导力培养计划中担任指导者和有抱负的校长的实践校长的专业学习情况。两个问题指导了我们的研究。首先，参与指导过程如何导致专业学习？第二，这种学习如何在主要实践中体现出来？研究结果表明，主要导师/门生和导师/导师之间的互动促使导师对自己的经历和实践提出质疑，使其中一些实践存在问题。然后，校长提出解决方案，从而导致核心信念和假设发生变化，最终导致实践发生变化，