Relevant bibliographies by topics / Reflective leadership practice

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Reflective leadership practice'

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Published: 19 February 2023

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Journal articles on the topic "Reflective leadership practice"

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Day, Christopher. "Effective Leadership and Reflective Practice." Reflective Practice 1, no. 1 (February 2000): 113–27. http://dx.doi.org/10.1080/713693134.

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Castelli, Patricia Ann. "Reflective leadership review: a framework for improving organisational performance." Journal of Management Development 35, no. 2 (March 7, 2016): 217–36. http://dx.doi.org/10.1108/jmd-08-2015-0112.

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Purpose – The purpose of this paper is to describe, examine and discuss scholarly literature on reflective leadership, a topic gaining momentum as a result of globalization. Despite the growing popularity of reflective leadership techniques, current and aspiring leaders are struggling to find ways in which to effectively practice reflection as a consequence of a lack of tangible available guidance. Design/methodology/approach – Scholarly literature on reflective leadership was examined and presented in this paper. Discussion on the potential efficacy of reflective leadership is also included as the available literature on the topic is scarce in comparison to other more established leadership techniques. Findings – Reflective leadership has been shown to improve organizational performance. The advent of globalization further intensifies the need for an effective approach leaders may deploy when assessing the long-term consequences of their actions and decisions. Therefore, methods to extend the theory and effective practice of reflective leadership are necessary to enable the future development of leaders. Practical implications – This paper provides leaders with strategies for improving their leadership effectiveness. Practical techniques for utilizing reflective leadership are offered. Originality/value – This paper describes the challenges faced by leaders when adopting reflective leadership as a way to improve organizational performance. A universal framework is presented for the effective practice of reflective leadership. This framework provides a basis for future research to test the efficacy of the model.
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Atieno Okech, Jane E. "Reflective Practice in Group Co-Leadership." Journal for Specialists in Group Work 33, no. 3 (August 13, 2008): 236–52. http://dx.doi.org/10.1080/01933920802196138.

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Wells, Sue, and Marilyn Herie. "Reflective Leadership Practice for Academic Chairs." Department Chair 29, no. 1 (June 2018): 1–3. http://dx.doi.org/10.1002/dch.30196.

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Tesh, Anita S., and Donald D. Kautz. "Using Reflective Practice in a Leadership Course." Nurse Educator 42, no. 3 (2017): 117–19. http://dx.doi.org/10.1097/nne.0000000000000324.

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Brubakken, Karen, Sara Grant, Mary K. Johnson, and Cynthia Kollauf. "Reflective Practice." Professional Case Management 16, no. 4 (2011): 170–79. http://dx.doi.org/10.1097/ncm.0b013e318216af96.

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&NA;. "Reflective Practice." Professional Case Management 16, no. 4 (2011): 180–81. http://dx.doi.org/10.1097/ncm.0b013e318220ae3d.

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Schedlitzki, Doris. "Developing apprentice leaders through critical reflection." Higher Education, Skills and Work-Based Learning 9, no. 2 (May 13, 2019): 237–47. http://dx.doi.org/10.1108/heswbl-09-2018-0095.

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Purpose The purpose of this paper is to explore opportunities for delivering sustainable leadership education through critical reflection embedded in the framework of higher and degree apprenticeships. Design/methodology/approach This paper contributes to leadership development research that focusses on “leader becoming” as an ongoing process of situated learning (in the classroom and everyday work life). The approach to leadership development adopted in this paper proposes that sustainable leadership practices and decision making are developed when leadership learning is firmly embedded in work-based practices and critical self-reflection. Findings The discussion of critical reflection methods focusses on utilising the learning portfolio as a core aspect of all leadership and management apprenticeships to embed sustainable and reflective practice and facilitate situated leadership learning. The paper explores the role of training providers in actively connecting higher and degree apprenticeships to embed this model of leadership development and seeing leadership as a lifelong apprenticeship. It also highlights the potential for resistance by managers and senior leaders in seeing themselves as apprentices rather than accomplished leaders. By paying attention to issues of language and identity in this discussion, it will surface practical implications for the delivery of sustainable leadership education through the framework of apprenticeships. Originality/value This paper adds to the theoretical and practical understanding of sustainable leadership education by exploring opportunities for re-framing leadership development as a lifelong apprenticeship focussed on personal and professional development. Recognising the resistance that often exists to reflective practice within leadership development contexts, this paper further explores ways of dealing with such resistance.
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Korow, Marcia K. "How reflective is our practice?" Nursing Management (Springhouse) 39, no. 1 (January 2008): 37–39. http://dx.doi.org/10.1097/01.numa.0000305991.23227.82.

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Potter, Christopher. "Leadership development: an applied comparison of Gibbs’ Reflective Cycle and Scharmer’s Theory U." Industrial and Commercial Training 47, no. 6 (September 7, 2015): 336–42. http://dx.doi.org/10.1108/ict-03-2015-0024.

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Purpose – The purpose of this paper is to examine two contrasting leadership development methodologies, Reflective Practice and Scharmer’s Theory U. Design/methodology/approach – Gibbs’ Reflective Cycle and Scharmer’s Reflecting Deeply exercise were applied to the same leadership incident on separate days. Findings – Reflective Practice provided helpful insights through focusing on one’s thoughts, feelings and motives during the event, as well as the actions of others and the author’s responses to them. The author found that using Scharmer’s Reflecting Deeply exercise enabled a deeper understanding of the incident to emerge, which also provided new and distinct insights. Research limitations/implications – The main limitation was the case study nature of this exercise; these findings are merely the result of one person’s experiences. Practical implications – To develop rounded leadership skills, leaders can benefit from tapping into all of their resources; these two approaches allow different aspects of one’s intelligence to be accessed, which ought to facilitate greater development. Social implications – Many authors cite a current crisis of leadership, not least of all a perceived failure to tackle the environmental challenges we face. By seeking to develop more intelligent and rounded leaders, leadership itself ought to improve which in turn should help society tackle pressing issues. Originality/value – To the author’s knowledge, a direct comparison of the leadership development methodologies used in this paper has not been previously described. This paper provides useful insights into the practical application of Reflective Practice and Scharmer’s Theory U, which will help inform others seeking to develop as leaders.
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Dissertations / Theses on the topic "Reflective leadership practice"

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Ludvigsen, Donna. "Reflective leadership : A self-study of practice." Thesis, Federation University Australia, 2017. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162593.

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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
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2

Hutchins, MaryLu. "Journeys toward Reflective Practice| How Engaging in National Board Certification Influences Teacher Identities and Practices." Thesis, West Virginia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110135.

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The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs.

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Theurer, Pamela J. "A Leadership Portrait of Janet Baker: Twenty-Three Years of District Leadership." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin157357272147207.

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Pierre, Christina K. "The effect of participation in a high school-community college partnership on teachers? reflective practice." Thesis, Saint Mary's University of Minnesota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036343.

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This study investigates the effect of participation in high school-community college partnership activities on teachers’ reflective practice. It examines the responses of teachers from one suburban high school, one urban high school and one urban charter school located in the Upper Midwest of the United States, gathered via semi-structured interviews. The partnership activities took place during the 2012-13 and 2013-14 school years.

The experiences of the teacher participants can be located in the phases of the reflective practice cycle, which consists of: having a catalyzing experience, seeking additional information, reframing and challenging assumptions, and testing through action. By engaging in collaborative activities, teachers accessed feedback on the needs of students and insights regarding different pedagogical approaches. This information fed the cycle of the reflective practice by causing teachers to have catalyzing experiences, motivating them to seek additional information, helping teachers to reframe and challenge their assumptions, and providing them with opportunities to test new ideas.

Besides supporting the cycle of reflective practice, the results of this study also connect to several tenets of teacher professional development in the literature. On one hand, this study’s findings align with much of the literature regarding collegial collaboration, teacher motivation, and the execution of professional development over time. On the other hand, these results raise questions about forms of feedback that influence teacher reflection and whether experience is always a necessary precursor to teacher learning.

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Martoo, Gladys Vivian. "Reculturing a school as a learning organisation: investigative narratives in two Queensland schools." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16294/1/Gladys_Martoo_Thesis.pdf.

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The focus of this study has been to connect the idea of developing schools as learning organisations with the notion of developing learning leaders and building school capacity for our knowledge economy. Therefore, this action-inquiry self-study has examined the issues of curriculum reform in the context of more general organisational reform. It has explored the notion of schools being recultured or reconstructed to work as learning organisations in a climate that focuses on the improved social and academic learning outcomes of their students. This self-study represents two significant chapters in my professional life and captures approximately four years of professional snapshots. It has allowed me to examine my practice of partnering, conversing, arranging and developing shared vision across two schools. This study recognized these as powerful reculturing mechanisms and affirmed that conversations about learning, shared beliefs mission and vision, enabling leadership that reflects parallel learning relationships and enabling organisational arrangements are critical for sustainable reform. Consequently the exploration of the relationship between teacher learning, teacher leadership and a professional learning culture has been the main focus for this research. Analytical processes for this study first explored the relationship between teacher learning, teacher leadership and a professional learning culture through an examination of current curriculum reforms. This is followed by a layered analysis of the two narratives based on my leadership in two different school settings. A rigorous mapping and scanning process then assisted the analysis of these narratives. This process was supported by a number of specific conceptual frameworks that underpin the school reculturing process and reflect key qualities of schools that work as learning organisations. Six significant snapshots emerged from the analysis of the two narratives. The deeper analysis of these snapshots, which have been referred to as close-ups, formed a number of my first tentative propositions. These layers of investigation were also supported by the responses of several key snapshot participants and reader respondents, before the final propositions were made. These responses recognised that an organisation that works together, learns together; and that there is strength and powerful learning when leadership can assist practitioners to work as a learning community. These qualities were found to be directly related to this study's proposed reconstructed model for developing schools as learning organisations. The reconstructed model recognised a number of other less visible elements that can be seen in a school working as a learning organisation. These elements relate directly to enabling/capacity building leadership and the associated relationship skills of leaders. They were found to be necessary elements for effective collaboration and for creating spaces for conversation, reflection, spontaneity and risk-taking. This study also recognised that any deconstruction and reconstruction of a school as a learning organisation is first a reconstruction of core beliefs and values. These beliefs and values are reflected in a school's culture and are inclusive of the visible and less visible elements. The constant examination of one's assumptions, ideas, values and beliefs has been considered to be essential to the analysis process, as well as to the process of reform and achieving organisational change. The study revealed, therefore, that enabling/capacity-building leadership is a key to the process of reculturing a school as a learning organisation. The data from respondents also indicates that this notion of leadership as being enabling/capacity building has also been a primary focus for answering the second of the key research questions: 'How does a process of deconstruction and reconstruction take place?' The additional points of difference/interest that emerged from the various respondents suggest that the process of deconstruction and reconstruction of a school as a learning organisation would be assisted by realising that energy and passion are needed for enabling/capacity building leadership. This form of leadership requires moving from being top-down and become more parallel with renewed learning relationships. This study affirmed that this focus on establishing parallel learning relationships assists in the development of parallel learning leadership and parallel learning partnerships. Enabling/capacity building leaders working in parallel with their teachers can also play an important role in developing/supporting flexible and imaginative school organisation. In this way enabling/capacity building leaders can work as learning leaders and brokers to assist the development of other learning partnerships/alliances. This community building strategy can consequently develop opportunities for teachers to work and learn collaboratively as learning leaders. Enabling/capacity building leadership is correctly placed as the key to considering how the deconstruction and reconstruction process takes place. Further, the reconstruction process taking place reflect a culture of dynamic inquiry. This is made possible when enabling/capacity building leaders share and commit to similar notions of schools working as learning organisations and teachers are assisted/brokered to work collaboratively for professional alliances and professional growth. Consequently this study proposes that teachers cope better with the ever-increasing demands of curriculum reforms if: * schools can work as learning organisations * schools allow teachers to work as learning leaders * administrative leaders support/enable and model risk-taking, spontaneous and collaborative practices * there are shared beliefs, mission and vision; organisational arrangements/support; conversations for learning; shared approaches to pedagogy, and parallel relationships * enabling/capacity-building leadership for learning alliances allows for a professional culture of dynamic inquiry that can evolve with a renewed focus on conversations for learning. The findings of this study have theoretical, methodological and practical significance. In the first instance it presents as theoretical significance, the reconstruction of a theoretical framework for schools working as learning organisations. The methodological significance is reflected in this study's emphasis on theorising through layers. The methodological contribution acknowledges a legitimate and rigorous form of practitioner research, revealing self-study methodology at a level that is more then mere self-indulgence. In presenting its final contribution, the thesis acknowledges the practical contribution of the study by emphasising the process involved in creating a culture of dynamic inquiry. The transformative nature of this action- inquiry self-study is therefore confirmed in this study. The layered analysis reflects a process of making sense of the messiness of practitioner research, and consequently provides a true sense of this established form of practical theorising in the teaching profession. These characteristics should be seen not as limitations, but rather as authentic strengths.
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6

Martoo, Gladys Vivian. "Reculturing a school as a learning organisation: investigative narratives in two Queensland schools." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16294/.

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The focus of this study has been to connect the idea of developing schools as learning organisations with the notion of developing learning leaders and building school capacity for our knowledge economy. Therefore, this action-inquiry self-study has examined the issues of curriculum reform in the context of more general organisational reform. It has explored the notion of schools being recultured or reconstructed to work as learning organisations in a climate that focuses on the improved social and academic learning outcomes of their students. This self-study represents two significant chapters in my professional life and captures approximately four years of professional snapshots. It has allowed me to examine my practice of partnering, conversing, arranging and developing shared vision across two schools. This study recognized these as powerful reculturing mechanisms and affirmed that conversations about learning, shared beliefs mission and vision, enabling leadership that reflects parallel learning relationships and enabling organisational arrangements are critical for sustainable reform. Consequently the exploration of the relationship between teacher learning, teacher leadership and a professional learning culture has been the main focus for this research. Analytical processes for this study first explored the relationship between teacher learning, teacher leadership and a professional learning culture through an examination of current curriculum reforms. This is followed by a layered analysis of the two narratives based on my leadership in two different school settings. A rigorous mapping and scanning process then assisted the analysis of these narratives. This process was supported by a number of specific conceptual frameworks that underpin the school reculturing process and reflect key qualities of schools that work as learning organisations. Six significant snapshots emerged from the analysis of the two narratives. The deeper analysis of these snapshots, which have been referred to as close-ups, formed a number of my first tentative propositions. These layers of investigation were also supported by the responses of several key snapshot participants and reader respondents, before the final propositions were made. These responses recognised that an organisation that works together, learns together; and that there is strength and powerful learning when leadership can assist practitioners to work as a learning community. These qualities were found to be directly related to this study's proposed reconstructed model for developing schools as learning organisations. The reconstructed model recognised a number of other less visible elements that can be seen in a school working as a learning organisation. These elements relate directly to enabling/capacity building leadership and the associated relationship skills of leaders. They were found to be necessary elements for effective collaboration and for creating spaces for conversation, reflection, spontaneity and risk-taking. This study also recognised that any deconstruction and reconstruction of a school as a learning organisation is first a reconstruction of core beliefs and values. These beliefs and values are reflected in a school's culture and are inclusive of the visible and less visible elements. The constant examination of one's assumptions, ideas, values and beliefs has been considered to be essential to the analysis process, as well as to the process of reform and achieving organisational change. The study revealed, therefore, that enabling/capacity-building leadership is a key to the process of reculturing a school as a learning organisation. The data from respondents also indicates that this notion of leadership as being enabling/capacity building has also been a primary focus for answering the second of the key research questions: 'How does a process of deconstruction and reconstruction take place?' The additional points of difference/interest that emerged from the various respondents suggest that the process of deconstruction and reconstruction of a school as a learning organisation would be assisted by realising that energy and passion are needed for enabling/capacity building leadership. This form of leadership requires moving from being top-down and become more parallel with renewed learning relationships. This study affirmed that this focus on establishing parallel learning relationships assists in the development of parallel learning leadership and parallel learning partnerships. Enabling/capacity building leaders working in parallel with their teachers can also play an important role in developing/supporting flexible and imaginative school organisation. In this way enabling/capacity building leaders can work as learning leaders and brokers to assist the development of other learning partnerships/alliances. This community building strategy can consequently develop opportunities for teachers to work and learn collaboratively as learning leaders. Enabling/capacity building leadership is correctly placed as the key to considering how the deconstruction and reconstruction process takes place. Further, the reconstruction process taking place reflect a culture of dynamic inquiry. This is made possible when enabling/capacity building leaders share and commit to similar notions of schools working as learning organisations and teachers are assisted/brokered to work collaboratively for professional alliances and professional growth. Consequently this study proposes that teachers cope better with the ever-increasing demands of curriculum reforms if: * schools can work as learning organisations * schools allow teachers to work as learning leaders * administrative leaders support/enable and model risk-taking, spontaneous and collaborative practices * there are shared beliefs, mission and vision; organisational arrangements/support; conversations for learning; shared approaches to pedagogy, and parallel relationships * enabling/capacity-building leadership for learning alliances allows for a professional culture of dynamic inquiry that can evolve with a renewed focus on conversations for learning. The findings of this study have theoretical, methodological and practical significance. In the first instance it presents as theoretical significance, the reconstruction of a theoretical framework for schools working as learning organisations. The methodological significance is reflected in this study's emphasis on theorising through layers. The methodological contribution acknowledges a legitimate and rigorous form of practitioner research, revealing self-study methodology at a level that is more then mere self-indulgence. In presenting its final contribution, the thesis acknowledges the practical contribution of the study by emphasising the process involved in creating a culture of dynamic inquiry. The transformative nature of this action- inquiry self-study is therefore confirmed in this study. The layered analysis reflects a process of making sense of the messiness of practitioner research, and consequently provides a true sense of this established form of practical theorising in the teaching profession. These characteristics should be seen not as limitations, but rather as authentic strengths.
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Voges, Taryn-Lee Warner. "Defining and clarifying the role of clinical supervision according to physiotherapists at a higher education institution." University of the Western Cape, 2017. http://hdl.handle.net/11394/6282.

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Masters of Science - Msc (Physiotherapy)
The roles of doctors and nurses in clinical supervision and clinical education are well defined in literature. However, the role of the physiotherapist in clinical education has not been clearly defined. This could be because the understanding of a clinical supervisor varies from discipline to discipline.
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Jones, Allan M. "An Absence of Being: A Jungian-Based Model for Understanding Situational Management In Public Organizations." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/29013.

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Traditional management-leadership and organizational literature depicts the individual as conflated with their role and instructs them to handle their employees and the situations that arise daily and over the course of business cycles instrumentally and for the purposes of control and productivity. This more traditional and mainstream literature does not adequately address, if at all, the unconscious factors influencing people or the management situations in which they find themselves. Using a model based upon the theory of the Swiss psychologist Carl Gustav Jung and the relationship of consciousness to the unconscious, this dissertation looks at situational management cases and reveals the existence of the unconscious in the midst of our strongest claims to rationality. Present and active, the cases show the unconscious to be a significant factor in creating subjective meaning and ordering our world even in the most "rational" moments of our lives in public administration. They further describe how it is that the individual in the manager-leader role is implicated in and caused by the very situations they are attempting to manage and the way in which acknowledging and relating to the unconscious provides an additional resource for public managers.
Ph. D.
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Malatji, Khashane Stephen. "Self-reflection practices of school-management teams in the Capricorn District : towards a reflective management strategy for South African schools." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/3021.

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The study investigated the self-reflection practices of School Management Teams (SMTs) in the Capricorn District. The purpose of the study was to establish self-reflective practices employed by SMT in performing their management functions, and to suggest a reflective model for the enhancement of SMT performance. The study followed the qualitative approach with a case-study research design. The population consisted of SMTs from primary, secondary and special schools. Purposive sampling was utilised to select 8 Head of Departments from less experienced to more experienced in management positions, while 9 principal and 9 deputy principals were randomly selected. Literature reviewed focused on the aims of self-reflection; the functions of SMT; the strengths and weaknesses of self-reflection; self-reflective practices and enhanced performance; models of school management; challenges in school management; and previous studies on SMT and school management. Henderson’s Ethical Model of Enquiry on reflective practice was used. The theory discusses what characterises reflective practitioners. Data was collected from quest views, individual interviews and focus group interviews. The interpretation and understanding were organised in the form of descriptive accounts. Tape-recorded interviews and data from quest views were transcribed verbatim. After transcribing data a sense of the whole was obtained by reading carefully with understanding, and then summarizing the salient aspects. Themes were identified from the responses and discussed. The study found that SMT members were not fully aware of all of their daily functions and poor reflective practices made it difficult for them to effectively fulfil their management functions. Furthermore, the study revealed that SMT members experienced challenges, such as dealing with unprofessional teachers, poor parental involvement, poor communication, poor infrastructure and lack of resources amd these impacted negatively on their performance. The study provided insights into the practice of self-reflection and how SMT members could become reflective practitioners. A new framework was suggested that SMTs should continuously and critically reflect on their management practices and decisions. The study recommends that SMT be trained and oriented about management functions prior to their appointment in the positions. The study further recommends that SMTs consider self-reflection as part of their daily activities.
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Talucci, Sam. "Leadership development as reflexive practice." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/8966.

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This thesis examines Leadership Development in both a corporate setting and an expedition-based setting. The assumptions that are the foundations of current Leadership Development originate, and are informed by, aspects of the natural sciences. These methods are critiqued in terms of usability and applicability in the context of human relating. An alternative approach is investigated based on nonlinear causality and the complex responsive process of relating using the work of Stacey (2003, 2007, 2010), Stacey and Griffin (2005), Stacey et al. (2000). What is explored is the Leader as expert and the ability through communication, decision making, and planning to create certainty. What is problematized is the fantasy that this creates in ongoing day-to-day interactions. The work explores interactions between a leadership consultant/coach and clients in varied domains: the role of the practitioner in the delivery and creation of theory, models, best practices and standard operating procedures; and the reflections of both the practitioner and clients that what is emerging cannot be foreseen. This leads to a further exploration cycle of the human experience in organizations and how reification, the uncanny, and the struggle for recognition might offer other ways of making sense of the experience. The work examines the role of the consultant/teacher and the client/student and the emergence of knowledge. It further investigates the relationship of time and causality and how this is connected to theoretical knowledge and knowledge in action. This leads to a further connection of thinking, reflecting and reflexivity and what this means as practice for leadership development. Using the context of leadership coaching for management teams and connecting the reflexive aspect of knowledge, what is argued is that sensemaking as developed by Weick (1995, 2001, 2009), Weick and Sutcliffe (2007) is not a sufficient practice to explain and create best practices, standard operating procedures, models, and theories. What is also necessary, and is identified as sensemaking and connected to Elias (1987) work, is our own involvement and detachment as we abstract to understand what is happening in the moment between human agents. It is argued that paying attention to these aspects of ongoing human relating offer the possibility of thicker and a more contextualized understanding of the emergent unpredictable outcomes that leaders deal with every day.
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Books on the topic "Reflective leadership practice"

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Page, Lesley. Leadership, appraisal and reflective practice. London: Distance Learning Centre, South Bank University, 1993.

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L, Kasten Katherine, ed. Educational leadership: Case studies for reflective practice. 2nd ed. White Plains, N.Y: Longman, 1995.

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Ashbaugh, Carl R. Educational leadership: Case studies for reflective practice. New York: Longman, 1991.

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L, Kasten Katherine, ed. Educational leadership: Case studies for reflective practice. New York: Longman, 1991.

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Sergiovanni, Thomas J. The principalship: A reflective practice perspective. 4th ed. Boston: Allyn & Bacon, 2001.

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Sergiovanni, Thomas J. The principalship: A reflective practice perspective. Boston: Allyn and Bacon, 1987.

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Sergiovanni, Thomas J. The principalship: A reflective practice perspective. 6th ed. Boston: Pearson, 2009.

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Sergiovanni, Thomas J. The principalship: A reflective practice perspective. 2nd ed. Boston: Allyn and Bacon, 1991.

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Sergiovanni, Thomas J. The principalship: A reflective practice perspective. 3rd ed. Boston: Allyn and Bacon, 1995.

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Sergiovanni, Thomas J. The principalship: A reflective practice perspective. 5th ed. Boston: Pearson/Allyn and Bacon, 2006.

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Book chapters on the topic "Reflective leadership practice"

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Coombs, Cyril P. "Reflective Practice: Picturing Ourselves." In The Ethical Dimensions of School Leadership, 49–65. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/0-306-48203-7_4.

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Day, Chris, and Alma Harris. "Teacher Leadership, Reflective Practice, and School Improvement." In Second International Handbook of Educational Leadership and Administration, 957–77. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0375-9_32.

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Pässilä, Anne, Virpi Malin, and Allan Owens. "Using Kaleidoscopic Pedagogy to Foster Critically Reflective Learning About Management and Leadership." In Sensuous Learning for Practical Judgment in Professional Practice, 277–302. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-99049-1_11.

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Boske, Christa. "Critical Reflective Practices: Connecting to Social Justice." In International Handbook of Educational Leadership and Social (In)Justice, 289–308. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6555-9_17.

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Kwiatkowski, Richard, Joe Jaina, Mary Creagh, Veronica Hope-Hailey, Simon Knox, Lance Moir, D. R. Myddelton, and Chris van der Hoven. "Can the MBA Develop Leadership?: ‘Academic Reflection’ vs ‘Practical Training’." In Leadership Learning, 131–46. London: Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230584075_8.

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Ladyshewsky, Richard K., and Verity E. Litten. "Review, Reflection and Coaching: Developing “Good” Leadership and Management Practices in Middle Managers." In Debating Bad Leadership, 279–98. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65025-4_15.

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Ettang, Dorcas. "Female Presidents in Africa: New Norms in Leadership or Reflection of Current Practice." In Leadership in Postcolonial Africa, 189–210. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137478122_9.

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Cunningham, G. K., and Richard M. Meinhart. "“As the Twig Is Bent, so the Tree Shall Grow”: Developing Strategic Intuition Through Reflective Practices in Bachelor Programs in Leadership Studies." In Professionalizing Leadership, 369–76. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-71785-2_21.

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Stanford, Sonya, Nina Rovinelli Heller, Elaine Sharland, Joanne Warner, Catherine Hartley, Chris Lee, and Jim Campbell. "LEADERSHIP, CRITICAL REFLECTION AND POLITICS: THE MANAGEMENT OF RISK IN MENTAL HEALTH ORGANIZATIONS." In Beyond the Risk Paradigm in Mental Health Policy and Practice, 121–34. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-44136-2_9.

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Miedema, Frank. "Science in Social Contexts." In Open Science: the Very Idea, 129–57. Dordrecht: Springer Netherlands, 2021. http://dx.doi.org/10.1007/978-94-024-2115-6_5.

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AbstractGradually since 1990 a growing number of critical analyses from within science have been published of how science was organized as a system and discussing its problems, despite, or paradoxically because the growing size of its endeavour and its growing yearly output. Because of lack of openness with regards to sharing results of research, such as publications and data but in fact of all sorts of other products, science is felt by many to be disappointing with respect to its societal impact, its contribution to the major problems humanity is facing in the current times. With the financial crisis, in analogy, also the crisis of the academic system as described in Chap. 10.1007/978-94-024-2115-6_3 was exposed and it seemed that similar systemic neoliberal economic mechanisms operated in these at first sight seemingly different industries. Most of these critiques appeared with increasing frequency since 2014 in formal scientific magazines, social media and with impact reached the leadership of universities, government and funders. This raised awareness and support for the development of new ways of doing science, mostly intuitively and implicitly, but sometimes explicitly motivated by pragmatism aiming for societal progress and contribution to the good life.To get to this next level we need the critical reflection on the practice of science as done in previous chapters in order to make systemic changes to several critical parts of the knowledge production chain. I will discuss the different analyses of interactions between science and society, in the social and political contexts with publics and politics that show where and how we could improve. The opening up of science and academia in matters of problem choice, data sharing and evaluation of research together with stakeholders from outside academia will help to increase the impact of science on society. It ideally should promote equality, inclusion and diversity of the research agendas. This, I will argue requires an Open Society with Deweyan democracy and safe spaces for deliberations where a diversity of publics and their problems can be heard. In this transition we have to pay close and continuous attention to the many effects of power executed by agents in society and science that we know can distort these ‘ideal deliberations’ and undermine the ethics of these communications and possibly threaten the autonomy and freedom of research.
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Conference papers on the topic "Reflective leadership practice"

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Yanuarti, Endah, and David F. Treagust. "Teacher Leadership: Promoting a Reflective Practice Model." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.35.

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Shenoy, Riddhi, Ali Abdall-Razak, and Harmanjit Singh. "131 Student-led reflective practice course for leadership in medical education." In Leaders in Healthcare Conference, 17–20 November 2020. BMJ Publishing Group Ltd, 2020. http://dx.doi.org/10.1136/leader-2020-fmlm.131.

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Lethole, Lieketseng, June Palmer, and Edwin de Klerk. "EXPLORING THE IMPLEMENTATION OF TEACHER LEADERSHIP IN LESOTHO HIGH SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end133.

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Whilst teacher leadership is an evolving concept with a potential that has yet to be realized, the fostering of teachers’ leadership growth remains a sustainability element in education worldwide. Teacher leadership for sustainability indicates a fresh and extended consideration of leadership emphasising sustainability principles and providing leadership that transforms the school environment while engaging in collaborative efforts to do so. Located in the interpretive paradigm, this qualitative study sought to elicit the views of Heads of department (HoDs) and District Education Managers (DEMs) in Lesotho high schools to explore the views they consider most relevant in developing teacher leadership skills to ensure leadership succession as sustainable practice. The findings reveal that to achieve sustainable teacher leadership, there is a need to withdraw from a top-down hierarchical model of leadership towards more flexible, transformative, and empowering approaches to leadership. Furthermore, in order to maintain sustainable teacher leadership, HoDs and DEMs must be innovative in providing reflective plans for professional development that can sustain teachers throughout their careers and foster learning environments that are healthy for teachers, learners, and the school. The study recommends that school leaders should mobilise the leadership expertise of teachers in their schools in order to create more chances for transformation and capacity building. Sustainable teacher leadership can help bring about great improvements in a school, including extending the scope of leadership beyond what the HoDs and DEMs cannot achieve alone, and building their relationship capacity to become collaborative change agents.
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Rodrigues, Ana Luísa. "Leadership and supervision in pre-service Economics and Accounting teacher education in Portugal." In INNODOCT 2019. Valencia: Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inn2019.2019.10103.

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The process of leadership and pedagogical supervision in preservice teacher education is a determining factor in the relationship that needs to be established between the higher education institution (HEI) and the cooperating school (CS) where the future teacher carries out his supervised pedagogical practice. This study intends to analyze this process of leadership and supervision, understanding this relationship in a perspective of effective collaboration, reflection and sharing of practices, assuming the teacher of the CS as a fundamental element of the process. Based on this assumption, it will be important to provide teaching and learning situations with individual and joint reflections, in order to promote autonomy and shared interaction, contributing to professional development and to the co-construction of knowledge. Methodologically, this is a case study with participant observation, within the scope of the Master's Degree in Teaching Economics and Accounting of the Institute of Education of the University of Lisbon, the only master's degree in Portugal that gives professional qualification for teaching in secondary education in Economics and Accounting. With this study hope to obtain a characterization of the leadership and supervision process developed and to delineate the main functions of the mentor teacher as a fundamental part of the process of collaborative supervision, in the context of the current model of teacher training.
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Palmer, June, Rantsie Kgothule, Gregg Alexander, and Edwin de Klerk. "ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end129.

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Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transformative learning methodology this paper explores the influence of inclusive learning pedagogies in shaping preservice teachers’ repertoires in multicultural higher learning contexts. The findings suggest that transformative learning promotes specific practices such as trusting relationships within the learning context and an appreciation for diversity and inclusivity, opportunities for critical reflection, shared and collective learning, and transformative leadership development. Ultimately, when circumstances permit, transformative preservice teachers move toward a frame of reference that is more self-reflective, integrative and inclusive of experience. In conclusion we suggest that stakeholders in higher education contexts consider creating institutional spaces for preservice teachers to change their frame of reference in approaching their own teaching and learning repertoires in transformative and inclusive ways.
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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.

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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.
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Mollo, Paseka Patric, Ratokelo Willie Thabane, and Brigitte Lenong. "REFLECTION ON THE USE OF E-PORTFOLIOS DURING TEACHING PRACTICUM AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end013.

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"During teaching practicum student teachers are expected to acquire major pedagogical skills that have to do with classroom management; organisation; self-criticism; leadership; teaching; testing and assessing between themselves. Evidence of all activities of a student-teacher during teaching practicum is usually contained in a portfolio of evidence which is submitted to the faculty at the end of the program. At the Central University of Technology, this portfolio has always been paper-based. The aim of this project is to reflect on the use of e-portfolios during teaching practicum as a replacement for paper-based portfolios. The project used Participatory Action Research (PAR) as a research methodology. Workshops, interviews, and observations were used as data-gathering instruments. Internal stakeholders took part in the project and included student teachers and lecturers, and the e-learning center at the Central University of Technology. This report provided an overview of the entire project, including the planning phase results. Thematic analysis arrived at teacher training institutions must adopt e-portfolios as a reflective tool to enhance students learning."
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Karunanayaka, Shironica P. "Blending Innovative Pedagogy and Technology for Capacity Development of Educators During the Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.374.

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The increased use of digital learning environments augments the adoption of open practices in education which contributes to SDG4. The COVID-19 pandemic has compelled an accelerated move towards technology-enhanced learning prompting educators to re-think and re-design learning environments grounded in innovative pedagogy and technology. In the current scenario it is imperative that educators are offered capacity development opportunities to meaningfully engage in digital and open practices. This paper presents a case study of an online capacity development intervention on OER-integrated technology-enhanced learning (TEL) material creation implemented with a group of educators studying for their master’s degree in teacher education. It focused on the design, development, implementation, and evaluation of OER-integrated TEL materials by the educators. The intervention comprised a carefully designed learning experience with intensive hands-on activities in the Moodle online learning environment, supplemented with a series of Zoom-based interactive workshops. Multiple data gathering occurred via questionnaires, discussion forums, reflective journals, and focus group interviews. The findings revealed that the systematic learning experience design which adopted a ‘learning by designing’ approach harnessing the affordances of both technology and pedagogy has empowered educators to become active creators of OER-integrated TEL materials and to take leadership in integrating digital and open practices into teaching-learning processes.
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Leão, Celina, Anabela C. Alves, Filomena Soares, and Vinicius Silva. "Preparing Generation Z: Beyond Technologies." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-95513.

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Abstract Personal skills such as communication, leadership, teamwork, can be the key factor for differentiation in a technological career. Attending to this, the authors of this paper were motivated to propose a different course (or Curricular Unit, CU) to students of Higher Education level. In this way, this paper describes the aim, objectives, methodology in the creation of an elective CU, called “Preparing Generation Z: beyond technologies (Z-Tec)”. Z-Tec, lectured for the first time in the academic year of 2021–2022, allows student to acquire skills that promote a conscious and reflective transition to the job market, namely: to recognize the importance of career preparation and the skills needed for this preparation, to integrate enhancing strategies as a starting point for career management, to recognize such strategies as facilitators for personal, professional and social success, and to identify and critically apply tools that allow to objectively analyze and decide the professional future. Z-Tec puts on active learning methodologies based on practical exercises, debates, seminars and reflective activities. The results discussed are based on the students’ perceptions gathered at the beginning of each semester, on the several activities that students developed and on the students’ feedback gathered at the end of each semester. A total of 62 students from different areas of knowledge (Engineering, Economy, to Sociology and Public Administration) were positively engaged.
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Panczyk, Mariusz, Dominik Wawrzuta, Szymon Musik, Mariusz Jaworski, and Joanna Gotlib. "SELF-REFLECTION IN SHAPING THE RELATIONSHIP BETWEEN THE AUTHENTIC LEADERSHIP SKILLS AND THE ATTITUDE TOWARDS EVIDENCE-BASED NURSING PRACTICE - THEORETICAL MODEL FOR POSTGRADUATE EDUCATION." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.0016.

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Reports on the topic "Reflective leadership practice"

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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these essential elements; (2) Alignment of fiscal and human resources must be targeted to ensure that teachers are provided with professional development, materials and curricular program supports required to implement these key elements leading to English learner success; and (3) Teacher preparation and credential requirements need to incorporate the four critical elements of effective practice for success with English Learners.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.

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The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.
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