Developing Leadership for Early Childhood Professionals through Oral Inquiry: Strengthening Equity through Making Particulars Visible in Dilemmas of Practice

Autor/inn/en	Nicholson, Julie Marie; Kroll, Linda
Titel	Developing Leadership for Early Childhood Professionals through Oral Inquiry: Strengthening Equity through Making Particulars Visible in Dilemmas of Practice
Quelle	In: Early Child Development and Care, 185 (2015) 1, S.17-43 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2014.903939
Schlagwörter	Leadership Training; Teacher Leadership; Preschool Teachers; Early Childhood Education; Case Studies; Inquiry; Skill Development; Leadership Qualities; Social Justice; Oral Language; Equal Opportunities (Jobs); Documentation; Notetaking; Coding; Comparative Analysis; Disadvantaged + Suchen Sie Ihr Suchwort? Führungslehre; Lehrerfunktionsstelle; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Case study; Fallstudie; Case Study; Kompetenzentwicklung; Qualifikationsentwicklung; Führungseigenschaft; Soziale Gerechtigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Equal opportunity; Equal opportunities; Job; Jobs; Chancengleichheit; Beruf; Dokumentation; Codierung; Programmierung
Abstract	Developing leadership among early childhood professionals has become increasingly important as investing in children's early years has been championed as a public and private national and international priority. Two case studies present how oral inquiry and specifically, the Prospect Center's Descriptive Review of a Professional Dilemma of Practice, was used to support early childhood professionals to develop their leadership by strengthening the skills and dispositions they need to critically reflect upon, explore and negotiate the complex dilemmas they face in the context of their daily practice. Research on the use of inquiry to address uncertainty, the development of reflective practices, relational logics of effectiveness and social justice leadership inform discussion of the findings. Implications suggest the promise of using oral inquiry to support leadership development for early childhood professionals. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10