دورية أكاديمية
Teachers' Pedagogical Leadership in Early Childhood Education
| العنوان: | Teachers' Pedagogical Leadership in Early Childhood Education |
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| اللغة: | English |
| المؤلفون: | Fonsén, Elina (ORCID |
| المصدر: | Educational Research. 2023 65(1):1-23. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Teacher Leadership, Instructional Leadership, Preschool Teachers, Early Childhood Education, Teacher Attitudes, Administrator Attitudes, Comparative Analysis, Case Studies, Cross Cultural Studies, Child Care Centers, Discourse Analysis, Expectation, Decision Making, Professional Autonomy, Curriculum Development, Curriculum Implementation, Faculty Development, Foreign Countries |
| مصطلحات جغرافية: | Finland, Florida |
| DOI: | 10.1080/00131881.2022.2147855 |
| تدمد: | 0013-1881 1469-5847 |
| مستخلص: | Background: Although the contexts, structures and administrations of early childhood education (ECE) may differ internationally, effective pedagogical leadership remains an essential component in supporting young children's development and learning. This paper reports on a comparative study which considered ECE in two different settings, Finland and Florida, providing insight into teachers' perspectives on the characteristics of pedagogical leadership. Purpose: This study sought to investigate and compare the perspectives of ECE teachers and directors in Finland and Florida via their discourses about teachers' pedagogical leadership. The goal was to provide an overview of the ECE teachers' and directors' discourses in each location, in order to allow comparison and a better understanding of the influence of aspects including locational contexts, curricular guidelines and teacher preparation on the ECE teachers' and directors' perspectives. Method: A comparative case study design was used. The data consisted of semi-structured focus group interviews and individual interviews with ECE teachers and centre directors in Finland and in Florida. Data from the two locations were first analysed separately to identify the main discourses; secondly, discourses were compared collectively to reveal major themes. Findings: The analysis indicated a similar conceptualisation of distributed pedagogical leadership. However, differences were identified in teachers' expectations of independence in instructional decisions, and the extension of pedagogical leadership practices within and beyond the ECE centres. The analysis of discourses led to the identification of three major themes, which generated implications for teacher preparation, curriculum development and implementation, and ECE programme directions. Conclusion: The study enables a more comprehensible conceptualisation of teachers' pedagogical leadership as it emerged from teachers' and directors' discourses across two locations. Pedagogical leadership is recognised as an indicator of high-quality pedagogy in early childhood education and the findings highlight the need to continuously support and strengthen teachers' pedagogical leadership. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| رقم الأكسشن: | EJ1383232 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 0013-1881 1469-5847 |
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| DOI: | 10.1080/00131881.2022.2147855 |