The Hidden “Who” in Leadership Education: Conceptualizing Leadership Educator Professional Identity Development

Corey Seemiller, Kerry L. Priest

Journal of Leadership Education

ISSN: 1552-9045

Open Access. Article publication date: 15 August 2015

Issue publication date: 15 August 2015

240
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Abstract

A great deal of literature exists for leadership educators related to programs design, delivery, and student learning. However, little is known about leadership educators, who have largely been left out of contemporary leadership education research. We looked to teaching and teacher education literature to derive a model for leadership educator professional identity development. The four spaces of identity development are exploration, experimentation, validation, and confirmation. We propose that an individual can move forward and backwards through the model as a result of both ongoing influences and positive or negative critical incidents. We discuss implications for professional development and future research.

Citation

Seemiller, C. and Priest, K.L. (2015), "The Hidden “Who” in Leadership Education: Conceptualizing Leadership Educator Professional Identity Development", Journal of Leadership Education, Vol. 14 No. 3, pp. 132-151. https://doi.org/10.12806/V14/I3/T2

Publisher

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Emerald Publishing Limited

Copyright © 2015, The Journal of Leadership Education

License

This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/


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