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Opening up communicative spaces in early childhood education through middle leadership. Paper presented at NERA-conference in Gothenburg March 4-6, 2015

Författare och institution:
Karin Rönnerman (Institutionen för pedagogik och specialpedagogik); Christine Edwards-Groves (-); Peter Grootenboer (-)
Publicerad i:
NERA Abstractbook, 2015,
Konferensbidrag - refereegranskat abstract
Sammanfattning (abstract):
Professional Learning Communities (PLC) are often established and organised through collaboration among teachers, with one teacher (often from within the group) having the role of facilitator. Such communities are widely recognised as important for teacher and student learning. However, less is known about the leadership practices and the nature of the communicative spaces for learning as part of a PLC. The case study presented focuses on a district in Sweden involving 14 early childhood teachers, leading their colleagues in implementing the revised curriculum for early childhood education (Lpfö-98). In this case, the leadership practices resemble a shared form of activity, which recognises that leading peers in learning-focused activities requires what we describe as ‘middle leadership’. Data were collected in the form of field notes and recordings of participants’ dialogues in meetings involving middle leaders as they discussed their work; these were analysed through the lens of the theory of practice architectures. Results show the nature of communicative spaces as mechanisms for enabling teachers to engage in learning-focused meaning making activities connected to systematic quality work. It also reveals the practices and the practice architectures which enabled the middle leader to conduct the work of leading the development of colleagues.
Ämne (baseras på Högskoleverkets indelning av forskningsämnen):
Utbildningsvetenskap ->
Pedagogiskt arbete
collaborative learning, communicative space, middle leadership practices, practice architectures, systematic quality work
Postens nummer:
Posten skapad:
2015-03-07 19:35

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