Case writing as a signature pedagogy in education leadership
Abstract
Purpose
The purpose of this paper is to propose, as a candidate for a signature pedagogy, a method centered on case writing and peer review.
Design/methodology/approach
In this method, aspiring education leaders use the writing of case studies – frequently featuring themselves as an actor in a narrative of organizational development or change – to advance their reflection in and on action. The study is then shared with members of the candidate's peer group (cohort members, faculty, or senior practitioners) as a step to building and integrating the candidate in a community of practice. To illustrate, the authors publish the case of a novice school‐leader's voyage to create unity and solidarity among a divided staff. The paper shows that case writing can enrich our arsenal of pedagogies that move the novice beyond the dualism of scholarship and practice.
Findings
Case writing uniquely facilitates reflection‐in‐action and the building of communities of practice.
Practical implications
Innovative pedagogies are required if practitioner education and training are to take their distinct place next to that of researchers and academics.
Originality/value
This paper describes the use of case writing cum peer review as a tool to develop the practical knowledge of fledgling educational leaders.
Keywords
Citation
Meyer, H. and Shannon, B. (2010), "Case writing as a signature pedagogy in education leadership", Journal of Educational Administration, Vol. 48 No. 1, pp. 89-101. https://doi.org/10.1108/09578231011015430
Publisher
:Emerald Group Publishing Limited
Copyright © 2010, Emerald Group Publishing Limited