Cognitive Learning Theory and the Preparation of Educational Administrators: Implications for Practice and Policy

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Abstract
Using concepts grounded in situated cognition theory and a cognitive apprenticeship model, this article examines an alternative approach for the preparation of educational administrators. First, the traditional premises undergirding the development of educational administration programs and the history of professional knowledge creation and transmission are explored and then reframed and redefined through the conceptual lens of cognitive learning theory. These traditional premises are then integrated with concepts of situated cogntition and cognitive apprenticeship to yield a new model for professional preparation of educational administrators. The concepts of reflective practice, professional expertise, and critical theory for preparatory programs are incorporated as vital compontents of this new model. Finally, the implications of the proposed model and its application to educational administration preparation courses and programs are explored.

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