Reimaginative Leadership

Imagine that you are an educator involved in the professional learning of teachers and school leaders for many years. Year after year, you hear various stakeholders comment that teachers and school leaders have completed the postgraduate Diploma in Education (DipEd) but are not practising what they have learnt. After hearing this for some time, the authors became determined to investigate why this statement was being made and what was happening to graduates’ practice once they completed the DipEd. This book explores how teachers and school leaders transition from their learning to their practice context. It also explores their contributions to their institutions once their initial preparation programme ends. It provides evidence-based conclusions that indicate that school context and school culture influence the extent to which graduates promote and practise what they have learnt in their professional learning and development programme. A qualitative approach that employed a multi-site case study research design was used. Data collection methods included observations, document analysis and in-depth face-to-face interviews with practitioners in the field.