Conditions for reflexive practices in leadership learning: The regulating role of a socio-moral order of peer interactions
研究丹麦公共部门一线管理者领导力发展项目中的同伴互动，发现社会道德秩序（即互动中的规范性期望）引导讨论并塑造反思条件，但阻碍了批判性反思，使讨论偏向保守而非变革取向。
Peer interaction is a standard aspect of most leadership development programmes and is seen to be conducive to learning. Realising deeper and critical reflexivity in peer interaction is, however, challenging. This study employs conversation analysis to empirically explore peer interactions in a leadership development programme for first-line managers in the public sector in Denmark. The analysis shows that a socio-moral order, that is normative expectations inherent in interactions, guide peer discussions and shape the conditions for reflection and deeper reflexivity. The socio-moral order was based on a central principle of treating each other as experts on one’s own practice. This principle allowed for reflection but turned attention away from critical reflexive practices. As a result, peer discussions took a more conservative rather than a transformational orientation. The study extends the theoretical understanding of the conditions for critical reflexivity as it demonstrates how the socio-moral order of interaction regulates engagement in critically reflexive practices.