Integrating learning from problems and learning from success in a principal preparation program

While learning from problematic events has become a major analytical lens for staff’s collaborative learning at schools, successful practices have rarely been used for this purpose. The present qualitative study explored the perceptions o f aspiring principals regarding the integration o f learning from problems (LFP) and learning from successes (LFS) as a collaborative learning framework. Data was collected through reflective writings andfocus groups. Data analysis revealed that aspiring principals attributed three main benefits to the integration o f LFP and LFS: (1) seeing the whole picture; (2) exploring and making the most o f school practices; and (3) drawing conclusions non-judgmentally. The integration o f LFP and LFS as a framework for school-based collaborative learning is discussed, and implications are suggested.