Pedagogies for Leading Practice

Häftad, Engelska, 2018

Del i serien Thinking About Pedagogy in Early Childhood Education

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Beskrivning

Bringing together the experiences of professionals from around the world, this essential text explores the intersections between pedagogy and leadership to consider how effective Pedagogical Leadership can be used to foster the collaborative engagement of children and their families, staff and practitioners, and ensure high quality provision in early years settings and services.Pedagogies for Leading Practice showcases a vast range of experiences and ideas which are at the heart of professional practice. Written to provoke group discussion and extend thinking, opportunities for international comparison, points for reflection, and editorial provocations will help students, policy-makers and others engage critically with wide-ranging approaches to leadership in early years practice. Considering varied forms of collaborative working, the challenges involved in becoming a pedagogical leader, and the role of management in meeting insitutional demands and the needs of the wider community, chapters are divided into four key sections which reflect major influences on practice and pedagogy: Being alongside children Those who educate Embedding families and communities Working with systemsOffering insight, examples and challenges, this text will enhance understanding, support self-directed learning, and provoke and transform thinking at both graduate and postgraduate levels, particularly in the field of early childhood education and care.

Produktinformation

Utgivningsdatum:2018-11-16
Mått:156 x 234 x 13 mm
Vikt:362 g
Format:Häftad
Språk:Engelska
Serie:Thinking About Pedagogy in Early Childhood Education
Antal sidor:216
Förlag:Taylor & Francis Ltd
ISBN:9781138577428

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Mer om författaren

Sandra Cheeseman is Senior Lecturer in early childhood policy, leadership and professional experience at Macquarie University, Sydney, Australia.Rosie Walker is Senior Lecturer at the Department for Children and Families, School of Education, University of Worcester, UK.

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Innehållsförteckning

About the Series Editors and Contributors Preface : Finding purpose and direction, Michael Reed and Alma Fleet SECTION ONE: Being alongside children Chapter 1: Engaging with data to foster children’s learning: From population data to local projects, Sandra Cheeseman Chapter 2: Leading pedagogical practice: Co-constructing knowledge between educators and children, Rebecca Dalgleish Chapter 3: Leadership for all - Learning for all: Making this visible by writing Learning Stories that enable children, families and teachers to have a voice, Lorraine Sands and Wendy Lee Editorial provocations: Engaging readers and extending thinking, Rosie Walker SECTION TWO: Those who educate Chapter 4: Pedagogical leadership: Interrogating self in order to lead others, Anthony Semann Chapter 5: Pedagogical leadership: Challenges and opportunities, Gaynor Corrick and Michael Reed Chapter 6: Pedagogical leadership as ethical collaborative behavior, Andrew J. Stremmel Editorial provocations: Engaging readers and extending thinking, Sandra Cheeseman SECTION THREE: Embedding families and communities Chapter 7: Walking with families in an Indigenous early childhood community, Jacqui Tapau and Alma Fleet Chapter 8: Transformative pedagogical encounters: Leading and learning in/as a collective movement, B. Denise Hodgins and Kathleen Kummen Chapter 9: Utilising strengths in families and communities to support children’s learning and wellbeing, Alison Prowle and Jackie Musgrave Editorial provocations: Engaging readers and extending thinking, Rosie Walker SECTION FOUR: Working with systems Chapter 10: Enacting pedagogical leadership within small teams in early childhood settings in Finland – Reflections on system-wide considerations, Manjula Waniganayake, Johanna Heikka and Leena Halttunen Chapter 11: Pedagogical leadership and conflict of motives in commercial ECCE environments, Sirene May-Yin Lim & Lasse Lipponen Chapter 12: Pedagogic leadership within complex and changing ECEC systems, Christine Pascal and Tony Bertram with Delia Goodman, Ali Irvine and Judith Parr Editorial provocations: Engaging readers and extending thinking, Sandra Cheeseman Coda: Thinking forward, Alma Fleet and Michael Reed