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ERIC Number: EJ1139745
Record Type: Journal
Publication Date: 2017
Pages: 14
Abstractor: As Provided
Reference Count: 44
ISBN: N/A
ISSN: ISSN-1350-293X
Collaborative Professional Learning: Contributing to the Growth of Leadership, Professional Identity and Professionalism
Colmer, Kaye
European Early Childhood Education Research Journal, v25 n3 p436-449 2017
This article contributes to understanding of professionalism in early childhood education and argues that in working to implement a mandated curriculum framework, professional identity and professionalism can be enhanced. While primarily focused on examining the nature of leadership practice during professional development and learning to implement the Australian Early Years Learning Framework, this research offers insights into educators' subjectivities. A particular focus was to examine the influence of different social domains to understand how agency and structure were implicated in the enactment of leadership. Analysis of data from two case studies in early childhood centres suggested that professional identity was socially constructed with collaborative professional dialogue contributing to educators' sense of agency.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia