De-Centring the Leader: Using the Theory of Practice Architectures in a Postgraduate Education Course

Autor/inn/en	Reich, Ann; Lizier, Amanda L.
Titel	De-Centring the Leader: Using the Theory of Practice Architectures in a Postgraduate Education Course
Quelle	In: Journal of Educational Administration and History, 55 (2023) 1, S.6-22 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reich, Ann) ORCID (Lizier, Amanda L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0620
DOI	10.1080/00220620.2022.2114435
Schlagwörter	Leadership Styles; Foreign Countries; Instructional Leadership; Teaching Methods; Leadership Training; Theory Practice Relationship; Work Environment; Learning Processes; Teacher Education Programs; Masters Programs; Graduate Students; Leadership Role; Cooperative Learning; Student Attitudes; Transformational Leadership; Corporations; Teacher Attitudes; Leadership Effectiveness; Attitude Change; Seminars; Outcomes of Education; Australia + Suchen Sie Ihr Suchwort? Führungsstil; Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Teaching method; Lehrmethode; Unterrichtsmethode; Führungslehre; Theorie-Praxis-Beziehung; Arbeitsmilieu; Learning process; Lernprozess; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kooperatives Lernen; Schülerverhalten; Unternehmen; Lehrerverhalten; Führungseffizienz; Attitudinal change; Einstellungsänderung; Seminar; Lernleistung; Schulerfolg; Australien
Abstract	Much of the literature on leadership within education has centred on the heroic leader. Despite recent approaches moving away from trait and behavioural theories, the centrality of the individual leader persists. Recent practice perspectives have shifted the focus from leadership as an individual activity of a leader to leading as practices. This paper discusses how a practice perspective informed by the theory of practice architectures (TPA), has been used in the teaching of 'leadership' in an Australian Masters subject to challenge conceptions of the heroic leader. It explores the use of the TPA to engage students in examining leading learning practices in workplaces and as a way of challenging their often deeply held beliefs and practices around leadership. In so doing, the approach decentres the leader and provides a lens for viewing leading learning as webs of interactions of practices rather than the traits and behaviours of an individual leader. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01