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Leadership knowledge in practice: Reimagining pedagogy, application, and assessment.

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This study highlights the importance of a leadership learning framework (LLF) that emphasizes practical knowledge acquisition over traditional teaching methods for effective leadership development.

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Area of Science:

  • Educational Psychology
  • Leadership Studies
  • Organizational Behavior

Background:

  • Traditional leadership education often prioritizes teaching over student acquisition of knowledge, skills, and abilities.
  • Existing frameworks may not adequately address the practical application of leadership concepts.

Purpose of the Study:

  • To advocate for a unique leadership learning framework (LLF) that centers on leadership knowledge in practice.
  • To present a practical approach and praxis model for leadership learning.
  • To critically analyze instructional and assessment strategies in leadership education.

Main Methods:

  • Literature review and conceptual framework development.
  • Critical analysis of pedagogical and assessment strategies (peer facilitation, classroom learning, rubrics).
  • Inclusion of practical examples of leadership knowledge in action.

Main Results:

  • The leadership learning framework (LLF) offers a valuable structure for understanding leadership acquisition.
  • Peer facilitation, classroom learning, and rubrics can be effectively utilized within the LLF.
  • Practical application is key to developing robust leadership knowledge.

Conclusions:

  • The LLF provides a robust model for enhancing leadership learning by focusing on practical knowledge.
  • Recommendations are offered for integrating the LLF into pedagogical practices.
  • The study underscores the need for experiential learning in leadership development.