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ERIC Number: EJ1044047
Record Type: Journal
Publication Date: 2014-Oct
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0892-0206
Graduate Leaders in Early Childhood Education and Care Settings, the Practitioner Perspective
Davis, Geraldine
Management in Education, v28 n4 p156-160 Oct 2014
Since 2006, UK policy has identified a professionalisation agenda for staff working in early childhood education and care settings. This has included the development of graduate leaders with a specific purpose to lead improvements in these settings by leading change, and hence improving outcomes for children. This article reports on findings from one research project, carried out in the East of England. The impact of professional development on the graduate leaders is explored through a mixed methods study from the practitioners' perspective. Findings are described under the theme of the value of formal professional development opportunities, including improved awareness of role, improved confidence and empowerment within role. The article closes with a consideration of the current status of graduate leaders within the early childhood education and care workforce, and the challenges faced in the changing policy landscape for the professionalisation of this workforce.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A