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  • Opening up communicative spaces for discussion 'quality practices' in early childhood education through middle leadership

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    Author(s)
    Ronnerman, Karin
    Edwards-Groves, Christine
    Grootenboer, Peter
    Griffith University Author(s)
    Grootenboer, Peter J.
    Year published
    2015
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    Abstract
    Professional learning communities (PLCs) are often established and organised through collaboration among teachers, with one teacher having the role of facilitator. Such communities are widely recognised as important for facilitating both 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 here focused on a district in Sweden involving 14 early childhood teachers who led their colleagues in implementing the revised curriculum for early childhood education (Lpfö-98). In this case, the leadership ...
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    Professional learning communities (PLCs) are often established and organised through collaboration among teachers, with one teacher having the role of facilitator. Such communities are widely recognised as important for facilitating both 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 here focused on a district in Sweden involving 14 early childhood teachers who led their colleagues in implementing the revised curriculum for early childhood education (Lpfö-98). In this case, the leadership practices resembled a shared form of activity, which recognises that leading peers in learning-focused professional activities require what we describe as ‘middle leadership’. Data was collected in the form of field notes and recordings of participants’ dialogue in meetings involving middle leaders as they discussed their work; the dialogue was analysed through the lens of the theory of practice architectures. The 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. The results also reveal the practices and practice architectures that enabled the middle leader to conduct the work of leading the development of his or her colleagues.
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    Journal Title
    Nordic Journal of Studies in Educational Policy
    Volume
    2015
    Issue
    3
    DOI
    https://doi.org/10.3402/nstep.v1.30098
    Copyright Statement
    © 2015 Karin Rönnerman et al. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its license.
    Subject
    Educational Administration, Management and Leadership
    Publication URI
    http://hdl.handle.net/10072/102004
    Collection
    • Journal articles

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