Case writing as a signature pedagogy in education leadership

Abstract

Purpose

The purpose of this paper is to propose, as a candidate for a signature pedagogy, a method centered on case writing and peer review.

Design/methodology/approach

In this method, aspiring education leaders use the writing of case studies – frequently featuring themselves as an actor in a narrative of organizational development or change – to advance their reflection in and on action. The study is then shared with members of the candidate's peer group (cohort members, faculty, or senior practitioners) as a step to building and integrating the candidate in a community of practice. To illustrate, the authors publish the case of a novice school‐leader's voyage to create unity and solidarity among a divided staff. The paper shows that case writing can enrich our arsenal of pedagogies that move the novice beyond the dualism of scholarship and practice.

Findings

Case writing uniquely facilitates reflection‐in‐action and the building of communities of practice.

Practical implications

Innovative pedagogies are required if practitioner education and training are to take their distinct place next to that of researchers and academics.

Originality/value

This paper describes the use of case writing cum peer review as a tool to develop the practical knowledge of fledgling educational leaders.

Citation

Meyer, H. and Shannon, B. (2010), "Case writing as a signature pedagogy in education leadership", Journal of Educational Administration, Vol. 48 No. 1, pp. 89-101. https://doi.org/10.1108/09578231011015430