How Does Learning in Leadership Work? A Conceptual Change Perspective

Matthew W. Grimes (Doctoral Candidate, Educational Psychology, Learning Sciences and Technologies, School of Education, Virginia Tech)

Journal of Leadership Education

ISSN: 1552-9045

Article publication date: 15 October 2015

Issue publication date: 15 October 2015

69
This content is currently only available as a PDF

Abstract

As the field of leadership education continues to prioritize learning in leadership, it is important to ask the question: What do we know about the learning process itself? Conceptual change, a learning framework used in educational psychology, can help to explain learning in leadership. Research on conceptual change in the social sciences is emergent and ripe for further exploration. Until the results of such research are readily available, there are some pedagogical tools produced by conceptual change researchers that leadership educators might find valuable in curriculum design. This paper introduces conceptual change theory and research to leadership educators as a viable framework from which to research learning in leadership, and presents pedagogical tools that encourage deeper learning through conceptual change

Citation

Grimes, M.W. (2015), "How Does Learning in Leadership Work? A Conceptual Change Perspective", Journal of Leadership Education, Vol. 14 No. 4, pp. 26-45. https://doi.org/10.12806/V14/I4/T1

Publisher

:

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/


Related articles