A Study on Education and Training Programmes for Headteachers Based on Reflective Practice

Focusing on the Programme of Scottish Qualification for Headship (SQH)

Abstract

This paper is designed to assist management development tutors, course directors, universities and other providers in implementing education and training programmes for aspiring and incumbent headteachers. The professional development needs of headteachers is getting higher, and the reflective practice model has gained attention as an appropriate one recents for the teaching profession. However, little is clear about the theoretical basis of management education for headteachers. This paper, therefore, gives a theoretical basis for designing education programmes for headteachers based on reflective practice. As a starting point, I draw on the idea of J. Reeves. Who is an implementer of training programmes in Scotland. Her idea is characterized in terms of the following points: ① it focuses on learners' cognitive processes as a key aspect of professional development; ② it takes a holistic approach to school management; ③ it advocates work-based learning, which consists of two elements: reflective learning and social learning. By comparing Reeves view of professional development with the competence-based approach which underlies current national programmes in the UK, some problematic characteristics of the competence-based approach are pointed out, and the importance of reflective learning to enhance cognitive processes is emphasized. In the latter part, I explain the programme of the Scottish Qualification for Headship (SQH). Finally, I examine some prospects and issues for education programmes for headteachers in Japan.