身份探索在学生领导力培训中的作用
Laura Vaughn1, Julie E Owen2, Michael Daniels3
1College of Education, Health, and Human Sciences, Florida State University, Tallahassee, Florida, USA.
New directions for student leadership
|November 30, 2024
概括
探索身份是有效的学生领导力培训的关键. 了解自我意识,定位,权力和特权有助于培训师为新兴领导者培养包容性环境.
科学领域:
- 教育领导力 教育领导力
- 社会心理学 社会心理学
- 认同发展研究 认同发展研究
背景情况:
- 有效的学生领导力培训要求培训师具有强烈的自我意识和对自己身份的理解.
- 认同的复杂性,包括定位性,权力和特权,显著影响领导力发展.
- 现有的文献往往忽视了培训师身份探索在塑造领导力计划中的关键作用.
研究的目的:
- 检查身份探索对学生领导力培训师的重要性.
- 突出自我意识和对定位性的反思如何提高教练的有效性.
- 探索权力和特权的相互作用在身份发展的背景下,领导力培训师.
主要方法:
- 对培训师在领导力发展计划中的经验进行定性分析.
- 培训师专注于身份的反思实践和日记.
- 讨论和研讨会集中在地位,权力和特权.
主要成果:
- 认同探索提高了培训师的自我意识和对其角色的理解.
- 对地位,权力和特权的反思导致了更具包容性的培训实践.
- 参与身份工作的培训师更有能力为学生领导者培养包容性环境.
结论:
- 认同探索是开发有效和包容性的学生领导力培训师的基础.
- 编程和评估策略应包含支持培训员身份发展的要素.
- 培养包容性领导力需要培训师批判性地检查自己的身份及其影响.
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