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- W3201997943 abstract "Beyond the particular substantive concepts one uses to order thepersonality of the teachers and administrators engaged in schoolimprovement a further issue lies in the form which those conceptstake. Mischel1 in the second edition of his Introduction to Personalityspecifies what he calls ‘approaches’, a higher level ordering ofpersonality theories, which group the various substantive theoriesin terms of their more abstract structure and purpose. Theapproaches cluster into trait, psychodynamic, behavioural andphenomenological theories as the various theorists ‘construe orcut nature apart at different sets of joints’. Addressing this furtherissue is the intent of our title, ‘stages, types, traits or processes?’Such discussion was at the heart of the symposium, Teachers’Professional Life Cycle and School Improvement: What are theLinks?’ for which this essay was first written. In a sense the title,by its very form, takes a position on the issues we want to raise,that is, by the specification of ‘life cycle’. In a fundamental sensewe hope to make that part of the title problematic. The resolution,if it be that, is an enlarged conception of the issues surroundingthe individuals who engage in school improvement. To do all thiswe need to describe the Kensington School in the Milford SchoolDistrict, a place where we have spent considerable time over thelast twenty years." @default.
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- W3201997943 date "2013-02-01" @default.
- W3201997943 modified "2023-09-24" @default.
- W3201997943 title "SCHOOL IMPROVEMENT AND EDUCATOR PERSONALITY: STAGES, TYPES, TRAITS OR PROCESSES?" @default.
- W3201997943 doi "https://doi.org/10.4324/9780203415177-12" @default.
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