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Abstract

Based on the simple Deweyan thesis that individual learning and growth are based upon actual life experiences, the author proposes a model to guide curricular reform and the rethinking of pedagogy and program delivery in preparation programs for school administrators. A description of the model suggests that reflection, a critical mediating tool of individual experience, helps to link curriculum content/context and conceptions of learning and knowledge to a holistic guide to substantive reform in pedagogy and practice in the field of educational administration. The article ends with a discussion of how the inclusion of personal experience helps to bridge a critical gap between professors of school administration and practicing administrators.

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Reappraising Personal Experience in the Preparation of School Administrators

Abstract

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References