26 SES 12 B, Feedback and Coaching to Promote Professional Reflection and Learning of School Leaders
The emphasis on Continuing Professional Development (CPD) for school leaders has changed recently. Internationally, there are tendencies towards the use of multiple learning approaches and formats in a variety of modes and settings (x). Although self-reflection has had a central place in professional learning since the foundational work of Dewey (1933), few CPD programs use diagnostic evidence-based, self-assessment data and a group coaching model as an entry point to sustainable professional learning. Such an approach has been discussed in the previous papers. Important aspects, which are emphasised in this approach, are personal and professional needs, demands, practice, action, application and sustainability orientation. Using qualitative and quantitative research approaches, the triangulation of data, across countries, shows that professional self-reflection may be stimulated by using a feedback inventory and group-coaching. It shows that participants using this approach are highly stimulated to reflect on their professional competences and their work environments. Besides, the triangulation of data demonstrates that increased (quantitatively) and intensified (qualitatively) reflection increases the self-awareness and sensitivity of general and situational behaviour, particularly in critical circumstances. This approach to CPD contributes to the literature on educational leadership and potentially has application to other professional contexts.
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
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