Conceptualizing Practitioner-Scholarship for Educational Leadership Research and Practice. (April 2017)

• Record Type: Journal Article
• Authors: Lochmiller, Chad R.; Lester, Jessica Nina
• Other Names: Lochmiller Chad guest-editor.; Lester Jessica Nina guest-editor.
• Is Part Of: Journal of research on leadership education. Volume 12:Number 1(2017:Apr.)
• Page Start: 3
• Page End: 25
• Publication Date: 2017-04
• Subjects: research methods -- qualitative research -- educational leadership -- doctoral training; Educational leadership -- Periodicals; 371.2011
• DOI: 10.1177/1942775116668525
• Languages: English
• ISSNs: 1942-7751

Abstract

In this conceptual article, we draw upon recent literature to describe the theoretical, epistemological, and methodological anchors that can inform a working conception of practitioner-scholarship. We position practitioner-scholarship at the intersection of an individual's work as a practitioner and researcher, wherein a practitioner focuses on understanding localized problems of practice through in-depth inquiry. Through our discussion, we highlight three implications for leadership programs. First, practitioner-scholarship demands that all program faculty take a learning orientation. Second, research experiences provided to students should be immersed in leadership practice and directly situated within schools and districts. Third, we advocate increased consistency, rigor, and theoretical depth in methods training for educational leadership students.