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dc.contributor.authorHalvorsen, Kjell Atle
dc.contributor.authorSkrøvset, Siw
dc.contributor.authorIrgens, Eirik J.
dc.date.accessioned2017-03-07T15:23:48Z
dc.date.available2017-03-07T15:23:48Z
dc.date.issued2016
dc.description.abstractHow do participants in the National Leadership Education for School Principals conceptualize school leadership, and how has their participation in the program affected them as leaders? These are the questions analyzed in this article, based on data from a student cohort comprising 63 students. We have analyzed one of their portfolio texts and their responses to an electronic open-question survey. Findings are discussed in the light of school leadership theories, Mintzberg's (2009) triangular theory of leadership and a graded concept of theory (Ertsås & Irgens, 2016). Participants conceptualize school leadership as a complex practice exercised by knowledgeable role models, whose leadership is focused and transparent, rooted in common core values, sound working relations, bent on improving student learning. A variety of elements in the program have contributed to developing participant concepts of leadership. The fusion of strong theory and practical experience seems to have played a predominant role. Our findings contrast criticisms of management education programs in the international literature. Our analyses are based on participant self-reports, which restricts the scope of our conclusions. There is a need for further research on the links between leaders’ espoused conceptualizations of leadership and their actual leadership practice.en_US
dc.descriptionPublished version. Source at <a href=https://www.journals.uio.no/index.php/adno/article/view/3930> https://www.journals.uio.no/index.php/adno/article/view/3930 </a>en_US
dc.identifier.citationHalvorsen KA, Skrøvset S, Irgens EJI. Learning for Leadership. Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge. 2016;10(4):183-200en_US
dc.identifier.cristinIDFRIDAID 1413075
dc.identifier.issn1504-9922
dc.identifier.urihttps://hdl.handle.net/10037/10471
dc.language.isoengen_US
dc.publisherActa Didactica Norge
dc.relation.journalActa Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge
dc.rights.accessRightsopenAccessen_US
dc.subjectVDP::Samfunnsvitenskap: 200::Statsvitenskap og organisasjonsteori: 240::Offentlig og privat administrasjon: 242en_US
dc.subjectVDP::Social science: 200::Political science and organizational theory: 240::Public and private administration: 242en_US
dc.subjectVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.subjectVDP::Social science: 200::Education: 280en_US
dc.subjectschool leadershipen_US
dc.subjectleadership educationen_US
dc.subjectNational leadership education for school leadersen_US
dc.titleLearning for Leadershipen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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