Reflections on Active Learning in Leadership Development

Abstract

This article provides conclusions and reflection on the three articles in this special issue. It unpacks how and in what ways active learning prepares educational leaders and draws lessons for future use: the action within context, reflection, frameworks, the intended learning, and how learning is structured and facilitated. It concludes with a discussion of challenges and implications, particularly for future research.

A Deeper Look Into Next Generation Active Learning Designs for Educational Leader Preparation

“…In this way, the essence of active learning is the engagement in practice experiences and the use of those practice experience as a later learning resource where practice inquiry, reflection, and scrutiny occur (Cosner et al, 2018). Thus, active learning designs support development by allowing leaders to “act in the role of a leader and contend with authentic situations” (Gray & Bishop, 2009, p. 29), and importantly, where learning “occurs during, thru, and after the practice experience” (Orr, 2020). Articles in this Special Issue (Dexter et al, 2020; Honig & Honsa, 2020) reveal that some scholars extend conceptions of “doing” to include observing the practice being promoted for development when that is followed by engaging in and being observed engaging in the practice and receiving practice feedback.…”