Early Years Teachers as Leaders of Change through Reflexivity Praxis?

Autor/in	Boardman, Karen
Titel	Early Years Teachers as Leaders of Change through Reflexivity Praxis?
Quelle	In: Early Child Development and Care, 190 (2020) 3, S.322-332 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Boardman, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1471473
Schlagwörter	Early Childhood Teachers; Change Agents; Teacher Leadership; Young Children; Foreign Countries; Early Reading; Transformational Leadership; Reflective Teaching; Diaries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerfunktionsstelle; Ausland; Frühlesen; Diary; Tagebuch
Abstract	The contemporary 'notion' of Early Years Teacher Status (EYTS) is primarily associated with the professionalization and policy review of the Early Childhood Education and Care (ECEC) workforce in England. As such, although considered to advocate reputed prospects and potential for graduates 'leading' provision for under-fives, remains for many educationalists an ambiguous concern. This paper outlines the findings of a recent small-scale qualitative research study suggesting that EYTs, offered time and space to document and reflect on their provision, subsequently transform their own pedagogy and effectively lead their colleagues in making crucial changes to support early reading in their settings. The EYTs engaged in this study recognized a shortfall in their current provision and actively pursued resolution as reflexive pedagogical leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01