Exploring the Theory-Practice Relationship in Educational Leadership Curriculum Though Metaphor
Exploring the Theory-Practice Relationship in Educational Leadership Curriculum Though Metaphor
复制标题
通过隐喻探讨教育领导力课程的理论与实践关系
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
Darlene Y. Bruner
中科院分区：
文献类型：
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作者：
C. Mullen;B. Greenlee;Darlene Y. Bruner
一个课程领导教师团队报告了他们研究自己的课堂实践的经验，因为他们从事教育领导（EDL）的学生在持续的，反思性的调查澄清自己的意义系统和体验自我赋权的相关目的。这种描述性，探索性的定性研究鼓励学生探究和发展隐喻图像，揭示理论与实践关系的基本复杂性和挑战。理论与实践，隐喻和反思的领域进行了审查和车间设计和协作活动，包括黑板和隐喻显示，进行了描述。学生定义了理论和实践，使用双目/整合隐喻来描述理论与实践的关系，应用架构师/建造者隐喻来实现这一目标，并创建了自己的隐喻。从数据中可以看出三种模式：（a）关于理论与实践之间的关系，话语意味着分离、互动或整合;（B）实践者和理论者之间的沟通植根于权威、距离和差异;（c）虽然权力必须平等，才能实现焦点和平衡，但许多教师的特点是不平衡
A team of curricular leadership pedagogues report the experience of studying their own classroom practice as they engaged educational leadership (EDL) students in sustained, reflective inquiry for the related purposes of clarifying their own meaning systems and experiencing self-empowerment. This descriptive, exploratory qualitative study encouraged students to inquire into and develop metaphorical images that reveal fundamental complexities and challenges of the theory‐practice relationship. The areas of theory and practice, metaphor, and reflection are reviewed and workshop design and collaborative activities, including Blackboard and metaphoric displays, are described. Students defined theory and practice, used a binocular/integration metaphor to describe the theory‐ practice relationship, applied an architect/builder metaphor to accomplish this end, and created a metaphor of their own. Three patterns emerged from the data: (a) regarding the relationship between theory and practice, discourse connotes separation, interaction, or integration; (b) communication between practitioners and theorists is rooted in authority, distance, and difference; and (c) while power must be equal for focus and balance to occur, disequilibrium characterizes many teacher