Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/31204
Appears in Collections:Faculty of Social Sciences Journal Articles
Peer Review Status: Refereed
Title: The application of a reflective practitioner methodology by clerks to college governing bodies in England: reviewing the benefits for clerks, and also for college governors and college senior staff
Author(s): Hill, Ron
Kang, Joss
Contact Email: ron.hill@stir.ac.uk
Keywords: Clerk to the governing body
clerk to the corporation
further education
reflective journal
critical incident analysis
Issue Date: 2020
Citation: Hill R & Kang J (2020) The application of a reflective practitioner methodology by clerks to college governing bodies in England: reviewing the benefits for clerks, and also for college governors and college senior staff. Research in Post-Compulsory Education, 25 (1), pp. 110-124. https://doi.org/10.1080/13596748.2020.1720172
Abstract: This paper considers the application of a professional reflective journal to support the role of the clerk to the college governing body in England. Background detail regarding the role of the ‘clerk to the corporation’ in England is provided. The paper explains the basis for the formation of a reflective journal using a critical incident analysis methodology. The critical incident of most importance to clerks to college governing bodies is assumed to be the meeting of the governing body. The paper also provides a theoretical framework within which to locate this approach to the formation and application of a reflective journal. Two applied studies of the use of a reflective journal are described, including responses from participating clerks from their reflective experience. The paper concludes with a summary of the usefulness of this innovative approach to professional development for clerks to college governing bodies and explores some possible next steps in the application of this reflective methodology within leadership of colleges.
DOI Link: 10.1080/13596748.2020.1720172
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Research in Post-Compulsory Education on 21 Mar 2020, available online: http://www.tandfonline.com/10.1080/13596748.2020.1720172.

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