- Title
- Reflective leadership : A self-study of practice
- Creator
- Ludvigsen, Donna
- Date
- 2017
- Type
- Text; Thesis; PhD
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162593
- Identifier
- vital:12698
- Identifier
- https://library.federation.edu.au/record=b2746606
- Abstract
- Encouraging reflective leadership practice is a recognised focus for coaches and consultants in primary schools. Despite the wealth of knowledge on coaching and consulting in organisational learning, there is less known about the transition between these two interactions and the purpose behind this. This self-study of my practice as a regional school improvement officer in Victoria, Australia, details my interaction with six teacher-leaders, who considered school improvement strategies by constructing a pattern-block representation of the structures within their schools. The research questions posed were: “What do teacher-leaders reflect upon when considering school improvement approaches?” and “How does the external facilitator encourage teacherleaders to reflect upon their practice?” Research undertaken for this study was used to develop a range of statements related to Donald Schön’s theory of reflective practice, particularly reflection-in-action. The statements were presented as a stimulus for action in practice and encompassed a range of tensions. Tensions included; orchestrating change by moving between the current situation and a preferred future; making connections by acknowledging the complexity of the situation whilst attempting to create order; developing a strategy from the consideration of a shared vision and a written plan; and undertaking leadership by moving between hierarchical, distributive and self-organising structures. Tacit and explicit knowledge was evident when reflecting-inaction. Finally I explored how, as the external facilitator, I encouraged reflection by moving between coaching and consulting interactions. I began this research by examining the practice of others. However, the greatest learning I achieved related to how I reflected-in-action and my understanding of self-study in practice. Initially in this study, I placed myself at the centre of the research and considered this a selfin- study; however, as the study progressed, I examined both my practice and the research simultaneously, terming this self-and-study, and, finally, from my analysis of the research when the study concluded, I developed a series of statements that could be used as a stimulus for future action, which I refer to as self-from-study. The larger implication for this research therefore relates to my understanding of my own reflection-in-action and how by embracing a number of tensions one can consider a range of possibilities for improvement.; Doctor of Philosophy
- Publisher
- Federation University Australia
- Rights
- Copyright Donna Ludvigsen
- Rights
- Open Access
- Rights
- This metadata is freely available under a CCO license
- Subject
- Reflective leadership practice; Organisational learning; Self-study practice
- Full Text
- Thesis Supervisor
- Brandenburg, Robyn
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