A study of Principals in Education and Practice
Novice principals are expected to acquire professional skills when participating in education. This thesis explores novice principals’ learning and their understanding of principalship in a Swedish context as principals of compulsory school who participate in their third year in the mandatory Swedish National Principal Training Programme are socialised into the role through education and practice. A practice perspective is adopted, interviewing and observing principals situated in their educational and workplace practice. Wenger’s social theory of learning constitutes the theoretical frame.
The findings show different understandings of leadership at play, closely related to identity. Principals’ orientation toward work has an influence on both their participation in the programme and their experience of practice. Based on programme participation, principals become external reviewers. Intertwined processes of engagement in training and practice affect schools, leading to development as well as conflicts and ruptures.
The importance of leading ‘from within’ and acting as broker–thus gaining legitimacy–is revealed. Leadership knowledge develops in relation to previous areas of experience and expertise. When deprived of this competence, novices lack the ability to engage in pedagogical leadership.
Datum: 20 maj, 2022
Tid: kl. 13:00
Plats: Kjell Härnqvistsalen, Pedagogen, Göteborgs universitet, Västra Hamngatan 25
Disputationen sänds även digitalt via Zoom webbinarium (länk publiceras den 19 maj)
Fakultetsopponent: Docent Ulf Leo, Umeå universitet
Huvudhandledare: Professor Ulf Blossing, Göteborgs universitet
Biträdande handledare: Docent Mette Liljenberg, Göteborgs universitet