This article investigates how the University of Illinois at Chicago (UIC) redesigned its three-course instructional leadership strand to operate as a continuous three-semester learning experience that sequenced and emphasized an active learning pedagogy. This accounting elaborates the design and use of this pedagogy to support aspirant leaders in progressing through a continuum of knowers, assessors, and demonstrators of instructional leadership practice. Finally, we discuss the tensions that emerged from this approach to instructional leadership learning.

中文翻译：

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在支架式方法中利用主动学习教学法：重新概念化教学领导力学习

本文调查了伊利诺伊大学芝加哥分校 (UIC) 如何重新设计其三门课程的教学领导链，以作为连续三个学期的学习体验来运作，该体验对主动学习教学法进行排序和强调。该会计详细说明了这种教学法的设计和使用，以支持有抱负的领导者通过教学领导实践的知识分子、评估者和示范者的连续性取得进步。最后，我们讨论了从这种教学领导学习方法中出现的紧张局势。