TY - JOUR
T1 - The use of eportfolios as a pedagogical tool for leadership preparation and development in education
AU - Giles, David
AU - Bell, Michael
PY - 2015
Y1 - 2015
N2 - Purpose – A critical function of leadership formation is the leader’s deepening sensitivity, reflexivity, and self-reflection on one’s own, and others, practice. A particular tool that has potential to support such endeavour is the eportfolio (EP) (currently referred to as a personal learning space). The paper aims to discuss these issues. Design/methodology/approach – The paper presents a personal report from a collaborative self-study which focused on the usefulness and potential of EPs as a tool for leadership formation that might: first, support learning enquiries, second, enable contemplative thinking and reflection, and third, coordinate personal representations of “who” we are. Findings – Having engaged as academics in a collaborative quest to embrace the technology of EPs in the everyday professional lives, while also critiquing the influence and power of the tool, the authors present a personal position for the use of EPs in leadership programmes as well as some critical dimensions that appear to awaken and enable self-reflective practices. Originality/value – As a tool which can enable leadership formation, EPs can evoke individual and collective voice within a generative and shared space.
AB - Purpose – A critical function of leadership formation is the leader’s deepening sensitivity, reflexivity, and self-reflection on one’s own, and others, practice. A particular tool that has potential to support such endeavour is the eportfolio (EP) (currently referred to as a personal learning space). The paper aims to discuss these issues. Design/methodology/approach – The paper presents a personal report from a collaborative self-study which focused on the usefulness and potential of EPs as a tool for leadership formation that might: first, support learning enquiries, second, enable contemplative thinking and reflection, and third, coordinate personal representations of “who” we are. Findings – Having engaged as academics in a collaborative quest to embrace the technology of EPs in the everyday professional lives, while also critiquing the influence and power of the tool, the authors present a personal position for the use of EPs in leadership programmes as well as some critical dimensions that appear to awaken and enable self-reflective practices. Originality/value – As a tool which can enable leadership formation, EPs can evoke individual and collective voice within a generative and shared space.
UR - http://www.emeraldinsight.com/doi/pdfplus/10.1108/JARHE-12-2012-0070
U2 - 10.1108/JARHE-12-2012-0070
DO - 10.1108/JARHE-12-2012-0070
M3 - Article
VL - 7
SP - 443
EP - 452
JO - Journal of Applied Research in Higher Education
JF - Journal of Applied Research in Higher Education
SN - 1758-1184
IS - 2
ER -