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观察是领导力学习框架的贯穿线
Rebecca Becka Shetty1, Trisha Teig2, Nicole Cozzi3
1Follett Student Leadership Center, University of Texas at Arlington, Arlington, Texas, USA.
New directions for student leadership
|August 25, 2024
概括
观察是领导力学习的关键. 这篇文章探讨了有意和无意的观察性学习,强调其在塑造领导力认知中的作用,并建议教育工作者将其嵌入体验中,专注于访问和表现.
科学领域:
- 领导力研究 领导力研究
- 教育心理学教育心理学
背景情况:
- 观察是领导力学习框架 (LLF) 的核心.
- 它充当了催化剂,整合了所有LLF组件.
- 了解观察式学习对于领导力发展至关重要.
研究的目的:
- 探索有关有意和无意的观察性学习的文献.
- 通过观察来研究学习者是如何社会化的.
- 为领导教育工作者提供建议.
主要方法:
- 关于观察式学习理论的文献综述.
- 在领导教育中分析社会化过程.
- 综合发现,为教学策略提供信息.
主要成果:
- 观察式学习显著影响了领导者的认知.
- 无论是有意的还是无意的观察都在领导力发展中起作用.
- 学习者的先前观察塑造了他们进入教育环境的过程.
结论:
- 领导力教育者必须承认通过观察形成的先前存在的感知.
- 建议在课程和课外活动中故意整合观察式学习.
- 应特别注意确保在观察性学习机会中获得和代表.
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