ABSTRACT

This study considers the extent to which a professional development programme for educational leaders in a research-intensive university contributes to participants’ adaptive expertise in the domain of leading educational change. We evaluated the programme by asking participants to execute an authentic task at the beginning and end of the programme and compared the outcomes with participants’ self-reported learning gains. While participants report they have substantially learned from participating, according to the task scores there is no significant progress in the development of adaptive expertise. Suggestions are offered to include more purposeful practice and more reflective activities in the programme.

摘要

本研究考虑了针对研究密集型大学的教育领导者的专业发展计划在多大程度上有助于参与者在领导教育变革领域的适应性专业知识。我们通过要求参与者在计划开始和结束时执行真实任务来评估该计划，并将结果与​​参与者自我报告的学习成果进行比较。虽然参与者报告说他们从参与中学到了很多东西，但根据任务分数，适应性专业知识的发展没有显着进展。建议在计划中包括更多有目的的实践和更多的反思活动。