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In an effort to better understand leadership educator preparation, this qualitative study explores leadership educators’ identity constructions, or (re)presentations of experiences, beliefs, and practices that contribute to one’s professional identity. We used three narrative approaches (storytelling, symbolic interactionism, and anticipatory reflection) to capture short stories of leadership educators’ lived experiences and life perspectives. Analysis of these narratives illustrate the kinds of past experiences that led to shifts in thinking or practice. Leadership education was seen as a process of leadership development, with teachers and students both exercising leadership. And participants’ reflection on their intentions for future practice emphasize learning that is both personal (relational) and procedural (developing knowledge and skills). Findings offer insight into recommendations for intentional professional development experiences and future research.

The purpose of this paper is to explore educator collaborative inquiry in the shared workspace in professional learning communities (PLCs). Specifically, this investigation was part of an ongoing investigation of well-established PLC collaborative interactions and self-directed learning of educators as part of the shared workspace as a component of school improvement.

A qualitative design was used for this investigation. Participants were purposefully selected to provide qualitative data on existent, well-established PLCs and their practice as educators in the shared workspace. Qualitative data were collected about participant perception. Data were collected from each participant by conducting semi-structured interviews, observations, and the collection of document and artifacts.

Findings from this ongoing investigation point to positive collaborative physical interactions and intellectual discourse that lead to educator learning through the collaborative inquiry process.

Theories on PLCs and educator job-embedded professional learning are unique in this paper. The concepts of PLCs and the collaborative inquiry process have been well developed but not in the context of the shared workspace. Recent literature on effective collaborative inquiry educators undergo in PLCs as a continuing professional development model provides a foundation for the work done in this ongoing case study. Sustained collaboration and continued professional development of teaching innovations as a product of the collaborative inquiry process in the shared workspace are underdeveloped as yet but further developed in this paper.

As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite the value of practitioner inquiry to the quality of teaching in schools, scholarly practice in higher education, and established links between the quality of teaching and outcomes for learners and between practice-based inquiry and pedagogic innovation in VET, the practices has received little attention. The purpose of this paper is to explore the value of a college-wide culture of scholarly activity to learners, enterprises, VET institutions, educators and the national productivity agenda.

Drawing on the education literature, empirical examples of scholarly activity drawn from the authors’ experiences of working with VET practitioners, this paper asks what constitutes research and inquiry in VET, why should these practices be integral to educative practice and what value do they bring to the sector? In addressing the questions, the authors explore how research and inquiry is defined in the literature and draw on three empirical examples of scholarly activities to provide a national, institutional and individual view. A discussion about the value of scholarly activities to VET stakeholders and how the practices might be fostered and sustained concludes the paper.

The paper concludes that practice-based scholarly activities in VET cultivate rich potential for renewed and innovative pedagogies that improve outcomes for learners, respond to industry demands for innovative skills, build “pedagogic capital” for VET institutions, enrich the knowledge base of policy makers and build resilience and professionalism. The authors conclude by positioning VET educators as scholars in their own right along a continuum of scholarly activity and posing the proposition that when valued, scholarly activities are practices for new times that will build a strong and vibrant profession for the future.

This paper brings together the authors’ experiences of working with VET practitioners as the authors engage in scholarly activities. While each vignette was drawn from a formal research project in each case, the paper itself was not structured around a formal research activity, although a small survey was undertaken for vignette 1. This poses limitations to the findings of the study. However, the purpose of the paper is not to be conclusive but to forward an argument for more scholarly activity in VET in order to promote further research and debate.

This paper contributes to the current debate in Australia about the quality of teaching in VET and the sectors’ capability to produce “work-ready” graduates. It brings to the fore the value of scholarly activity for educators, learners, industry and communities, VET institutions and the broader national innovation agenda. As such, it has relevance to all VET stakeholders, most particularly policy makers, leaders and practitioners in VET.

Experiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.

This paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.

This paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.

The developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).

This paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.

Recent drives to modernise the mental health workforce have been led (in England) by initiatives such as New Ways of Working and informed by the Ten Essential Shared Capabilities (10 ESCs) (Department of Health, 2004), reflected elsewhere in the UK. Learning materials have been developed to support these and educators encouraged to embed them within curricula. Yet, little has been said about how such principles could or should apply to the practice of mental health educators themselves. Higher education plays a crucial part in shaping tomorrow's practitioners; yet educators can receive scant mention when workforce initiatives are launched. Here, then, we consider the 10 ESCs, examining how these might be put into practice in a higher education context. The pedagogic rationale for this perspective is discussed in terms of Biggs' (2003) concept of ‘constructive alignment’, Ward's (1999) ‘matching principle’ and Eraut's (1994) analysis of ‘professional education’. Reconceptualising higher education educators as a part (albeit semi‐detached) of the mental health workforce may help us move beyond a ‘tick‐box’ approach ‐ exploring not only whether the 10 ESCs are reflected in the content of curricula, but how they are embodied within teaching teams.

Although organizational visions can guide everyday work, little is known about how visions relating to non-academic goals, such as social justice, might be integrated into educators’ technology practices. The purpose of this paper is to describe and analyze one school’s 1:1 iPad initiative, including the potential role played by the school’s social justice mission.

This mixed-methods case study drew upon data collected in a 1:1 school enrolling approximately 1,500 students. In total, approximately 138 educators responded to the online survey, and 18 educators participated in interviews. Social network analysis (SNA) techniques (i.e. faction analysis) and analysis of variance helped to describe educators’ instructional practices and attitudes involving iPads, including the extent to which devices were used in alignment with the school’s mission and vision.

Lacking a centralizing core of actors, the school was found to be divided into nine distinct, cohesive subgroups (i.e. factions). Statistically significant differences were found among these communities of discourse. Leaders’ lack of centrality in school change, especially as it related to helping teachers envision ways to connect mission with practices, may have hindered technology integration and instructional innovation.

Whereas prior research has described the centralizing role leaders may play in 1:1 initiatives, this study demonstrates how a lack of centralized leadership structures may adversely impact a sense of mission, and ultimately, technology integration. Moreover, this study advances the use of SNA methodologies in studies of leadership, especially the use of latent, underlying communities of discourse as categories for further analysis. As such, the authors discuss recommendations for leaders regarding the development of cohesion around issues of mission, vision and technology integration. Further, the authors point toward ways in which scholars might conceptualize about technologically supported educational change.

Critical and justice-oriented approaches to leadership are incomplete without attention to racism and racialization. This study employed basic qualitative inquiry to examine racialized legitimation within student affairs leadership education through lenses of whiteness as property and legitimacy. Findings detail how leadership educators sought to gain and/or maintain legitimacy and the ways racialization is embedded in these processes through professional experiences, leadership knowledge, and identity. Implications for research and practice are discussed.

The purpose of this paper is to descriptively characterize the demographic profiles of entrepreneurship educators (EE) in US community colleges, and include descriptive and inferential examination of their pedagogical modalities, attitudes toward online modality, and use of teaching materials, tools and techniques, with resulting impacts and outcomes on students.

This paper analyzed data collected by the National Association for Community College Entrepreneurship on the national landscape of community college entrepreneurship education. The useable sample included 568 responding participants from 270 US community colleges, all of whom self-identified as faculty members who teach entrepreneurship. To enhance the understanding of the findings, a small panel of EE experts was solicited to offer perspective and future study suggestions.

Ten distinct findings are offered. These include EE teaching materials, teaching modalities, use of e-learning and alternative techniques, and their relation to modalities; and examination of five distinct entrepreneurial educational outcomes and their relationship to educator use of pedagogical materials, tools and techniques.

Understanding effective entrepreneurship educational practices is important to globally advancing entrepreneurship education. This paper concentrates on the profiles and practices of educators in the significant but under-researched domain of US community colleges, and offers an incremental contribution and awareness of effective entrepreneurship education teaching methods.

This paper aims to explore the attitudes of Maltese educators towards migrant students and how these attitudes impinge on their practices.

A qualitative approach, informed by critical theory, was taken to conduct this study. Nineteen middle and secondary school educators were recruited through snowball sampling. In-depth semi-structured interviews were conducted to collect the data. Critical discourse analysis was used to analyze the data.

The presence of migrant students in schools has caught the Maltese education system unprepared. As yet there are no policies to guide educators on practices that would enhance migrant students’ sense of belonging. This paper shows how many of the educators engaged in exclusionary practices and argued that migrant students had to fit in within the present education system. While the language barrier was the greatest bone of contention, the presence of non-Catholic students was also seen as problematic. However, one could also observe accommodating practices and there were educators who embraced this diversity and implemented inclusive practices whenever possible.

This study, locally new in its field, highlights the need for adequate training both in terms of pedagogies and methodologies that are inclusive, as well as professional development that targets the intellectual growth of educators in terms of exposure to sociological and philosophical theories, to become more conscious of the political implications of their actions and hopefully strive to create a more equitable educational experience for their students.

It would not be unreasonable to assume that among educationists there is an implicit understanding of the development of education in Western societies as being directly related to the progress of industrial and commerical society. This view has credence in parts but is not entirely supportable, since it legitimizes the concurrent view that the development of knowledge regarding the institution of education has been linear with respect to time. On the contrary, many aspects of modern education which we accept as being temporally progressive had existed in Hindu Vedic society in the distant past over 9,000 years ago. Moreover, educationists in that society practised aspects of education which are not found in contemporary practice, aspects which deserve the attention of modern researchers of the institution of education.