Addressing Reality: A Model for Learner Driven and Standards-Based Internships for Educational Leadership Programs

Authors

  • Gregory C. Geer Coastal Carolina University

DOI:

https://doi.org/10.33423/jhetp.v20i1.2775

Keywords:

Higher Education, educational leadership internships, educational leadership education, andragogy, heutagogy, Complex Adaptive Systems (CAS), ELCC standards, complexity theory

Abstract

In many professions, internships apply classroom learning to the actual professional setting with the guidance of mentors. Internships, as a component of education for educational leaders has been roundly criticized. This paper describes the research and design process employed as an internship experience for a new Master’s degree program in educational leadership. The result is a flexible, site, and intern specific internship model applying principles of heutagogy as interns learn about Complex Adaptive Systems within schools. Unexpected positive outcomes for interns and the schools they serve are discussed.

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Published

2020-04-29

How to Cite

Geer, G. C. (2020). Addressing Reality: A Model for Learner Driven and Standards-Based Internships for Educational Leadership Programs. Journal of Higher Education Theory and Practice, 20(1). https://doi.org/10.33423/jhetp.v20i1.2775

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Section

Articles