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dc.contributor.authorFonsén, Elina
dc.contributor.authorSzecsi, Tunde
dc.contributor.authorKupila, Päivi
dc.contributor.authorLiinamaa, Tarja
dc.contributor.authorHalpern, Clarisse
dc.contributor.authorRepo, Marika
dc.date.accessioned2022-11-29T08:27:59Z
dc.date.available2022-11-29T08:27:59Z
dc.date.issued2023
dc.identifier.citationFonsén, E., Szecsi, T., Kupila, P., Liinamaa, T., Halpern, C., & Repo, M. (2023). Teachers’ pedagogical leadership in early childhood education. <i>Educational Research</i>, <i>65</i>(1), 1-23. <a href="https://doi.org/10.1080/00131881.2022.2147855" target="_blank">https://doi.org/10.1080/00131881.2022.2147855</a>
dc.identifier.otherCONVID_160409100
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/84120
dc.description.abstractBackground 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesEducational Research
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherearly childhood education (ECE)
dc.subject.otherteacher pedagogical leadership
dc.subject.otherdistributed leadership
dc.subject.otheranalysis of discourses
dc.subject.othercurriculum
dc.subject.othereducation policy
dc.titleTeachers’ pedagogical leadership in early childhood education
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202211295395
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineKoulutusjohtaminenfi
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiaineEducational Leadershipen
dc.contributor.oppiaineEarly Childhood Educationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1-23
dc.relation.issn0013-1881
dc.relation.numberinseries1
dc.relation.volume65
dc.type.versionpublishedVersion
dc.rights.copyright© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.subject.ysodiskurssianalyysi
dc.subject.ysoopetussuunnitelmat
dc.subject.ysopedagoginen johtaminen
dc.subject.ysovarhaiskasvatus
dc.subject.ysokoulutuspolitiikka
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7829
jyx.subject.urihttp://www.yso.fi/onto/yso/p5140
jyx.subject.urihttp://www.yso.fi/onto/yso/p23846
jyx.subject.urihttp://www.yso.fi/onto/yso/p1650
jyx.subject.urihttp://www.yso.fi/onto/yso/p249
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1080/00131881.2022.2147855
dc.type.okmA1


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