Professional learning communities in early childhood education: a vehicle for professional growth

2018 ◽  
Vol 45 (3) ◽  
pp. 418-432 ◽  
Author(s):  
Kate Thornton ◽  
Sue Cherrington
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Professional Growth ◽  
Childhood Education

scholarly journals Professional learning communities: Enhancing collaborative leadership in Singapore early childhood settings

2019 ◽  
Vol 20 (1) ◽  
pp. 79-92 ◽  
Author(s):  
Sukuna Vijayadevar ◽  
Kate Thornton ◽  
Sue Cherrington
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Leadership Practices ◽  
Collaborative Leadership ◽  
Childhood Education

Leadership in early childhood education has been promoted as a collaborative process in which all teachers, rather than just the positional leader, are involved. Collaborative leadership practices are not well understood within the marketised Singapore early childhood education context. Beyond mandatory leadership training, little is known about how leaders are supported to strengthen their leadership practices and involve others in leadership activities. School-based literature suggests that learning through professional learning communities expands the collective capacity of organisations; however, literature on professional learning communities in early childhood education is limited. This article reports on the findings of an interpretive case study examining the current understandings and leadership practices of principals in the Singapore early childhood education context, and investigating how participation in professional learning communities can support the development of collaborative leadership practices. The participants in two professional learning communities established as part of this study were six principals from an anchor-operator childcare provider and five principals from private childcare centres in Singapore. Two teachers working with each of the respective principals were also involved in focus group interviews to ascertain if there were changes in their principals’ leadership practices. Data was collected from professional learning community meetings, online reflections, pre- and post-professional learning community interviews with the principals, and follow-up focus group discussions with the teachers. The key findings indicate that praxis as a result of participation in a professional learning community led to some shifts in principals’ thinking about collaborative leadership practices and resulted in reported changes to their leadership approaches, distribution of leadership, and improved collegiality and collaborative learning for teachers. The results indicate that considering and implementing collaborative leadership practices through professional learning communities in the Singapore early childhood education context requires sensitivity towards Asian Singapore sociocultural values related to hierarchy and economic pragmatism.

scholarly journals Developing collaborative leadership practices in the Singapore early childhood education (ECE) context through professional learning communities (PLCs)

2021 ◽  
Author(s):  
◽  
Sukuna Devi Vijayadevar
Keyword(s):  
Early Childhood ◽  
Collaborative Learning ◽  
Focus Group ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Leadership Practices ◽  
Collaborative Leadership ◽  
Face To Face ◽  
Childhood Education

<p>Leadership in early childhood education (ECE) has been promoted as a collaborative process in which all teachers, rather than just the positional leader, are involved (Thornton, 2010). Collaborative leadership practices are not well understood within the Singapore ECE context. Beyond mandatory leadership training, little is known how leaders are supported to strengthen their leadership practices and involve others in leadership activities. School-based literature suggests that learning through professional learning communities (PLCs) expands the collective capacity of organisations, however, literature on PLCs in ECE is limited. Located within an interpretive paradigm, this study employed a primarily qualitative approach with a supplementary quantitative strand. This mixed method design, encapsulated within a single embedded exploratory case study, embedded both face-to-face and online PLC processes over a period of 8 months. Qualitative data included both face-to-face and online activities whereas for the quantitative data the study used an adapted version of the PLCA-R survey designed by Olivier, Hipp and Huffman (2010).  Participants in two PLCs established as part of this study were six principals from an anchor group childcare provider and five principals from private childcare centres in Singapore. Two teachers working with each of the respective principals were also involved in focus group interviews to ascertain if there were changes in their principals’ leadership practices. Data were collected from PLC meetings, online reflections, pre- and post-PLC interviews with the principals and follow-up focus group discussions with the teachers. Key findings suggest that praxis as a result of participation in their PLC led to some shifts in principals’ thinking about collaborative leadership practices and resulted in changes to their leadership approaches, sharing of practices, distribution of leadership and improved collegiality and collaborative learning for teachers. Principals who participated in the study also indicated that the collaborative learning culture fostered through their PLC reduced their professional isolation and helped them to integrate ideas into practice. The study contributes to an understanding that considering and implementing collaborative leadership practices through PLCs, a collaborative learning model contextualised in Anglo-American settings, in the Singapore ECE context requires sensitivity towards Asian Singapore socio-cultural values related to hierarchy and economic pragmatism.</p>

scholarly journals Developing collaborative leadership practices in the Singapore early childhood education (ECE) context through professional learning communities (PLCs)

2021 ◽  
Author(s):  
◽  
Sukuna Devi Vijayadevar
Keyword(s):  
Early Childhood ◽  
Collaborative Learning ◽  
Focus Group ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Leadership Practices ◽  
Collaborative Leadership ◽  
Face To Face ◽  
Childhood Education

<p>Leadership in early childhood education (ECE) has been promoted as a collaborative process in which all teachers, rather than just the positional leader, are involved (Thornton, 2010). Collaborative leadership practices are not well understood within the Singapore ECE context. Beyond mandatory leadership training, little is known how leaders are supported to strengthen their leadership practices and involve others in leadership activities. School-based literature suggests that learning through professional learning communities (PLCs) expands the collective capacity of organisations, however, literature on PLCs in ECE is limited. Located within an interpretive paradigm, this study employed a primarily qualitative approach with a supplementary quantitative strand. This mixed method design, encapsulated within a single embedded exploratory case study, embedded both face-to-face and online PLC processes over a period of 8 months. Qualitative data included both face-to-face and online activities whereas for the quantitative data the study used an adapted version of the PLCA-R survey designed by Olivier, Hipp and Huffman (2010).  Participants in two PLCs established as part of this study were six principals from an anchor group childcare provider and five principals from private childcare centres in Singapore. Two teachers working with each of the respective principals were also involved in focus group interviews to ascertain if there were changes in their principals’ leadership practices. Data were collected from PLC meetings, online reflections, pre- and post-PLC interviews with the principals and follow-up focus group discussions with the teachers. Key findings suggest that praxis as a result of participation in their PLC led to some shifts in principals’ thinking about collaborative leadership practices and resulted in changes to their leadership approaches, sharing of practices, distribution of leadership and improved collegiality and collaborative learning for teachers. Principals who participated in the study also indicated that the collaborative learning culture fostered through their PLC reduced their professional isolation and helped them to integrate ideas into practice. The study contributes to an understanding that considering and implementing collaborative leadership practices through PLCs, a collaborative learning model contextualised in Anglo-American settings, in the Singapore ECE context requires sensitivity towards Asian Singapore socio-cultural values related to hierarchy and economic pragmatism.</p>

La experiencia del prácticum en educación infantil. Una narración en primera persona

2019 ◽  
pp. 60-76
Author(s):  
Victor Amar
Keyword(s):  
Early Childhood ◽  
Teacher Training ◽  
Early Childhood Education ◽  
Professional Growth ◽  
Childhood Education ◽  
The Third ◽  
Formative Experience ◽  
Narrative Methodology ◽  
Very High

The chances of success of the internship in early childhood education, which takes place in the third degree, are very high. However, there may be circumstances that may befall the teacher-training student, which in a way turn the formative experience into a pretext for personal and professional growth. In order to know and understand its practice, we use narrative methodology. It is the most suitable way we have found to share his voice, giving him epistemological authority and being a pretext to improve from his experience. Her words lead us to understand that she wants to be a teacher, and that she learns in any situation, even though her tutor is in a context and with a very particular reality. The conclusion is in continuous construction as the student has learned, disapproved and reappeared with the practice; from being a student of practice to becoming one in practice.

scholarly journals Navigating Power and Subjectivity: Cultural Diversity and Transcultural Curriculum in Early Childhood Education

2019 ◽  
pp. 80-91
Author(s):  
Carolyn Bjartveit ◽  
Cheryl Kinzel
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Cultural Diversity ◽  
Professional Learning ◽  
Cultural Awareness ◽  
Culturally Diverse ◽  
Professional Relationships ◽  
Transformative Change ◽  
Childhood Education ◽  
Group Members

Professional learning communities (PLC) can build partnerships among diverse stakeholders that support transformative change and uphold social justice. In this dialogic, reflexive piece, the authors explore how a newly formed PLC in Alberta is engaging individuals in relational practices and discussions about cultural diversity in early childhood education. Through sharing their subjectivities, field experiences, and current research, the group members are defining and exploring ways to coplan transcultural curricula in culturally diverse education settings. By recognizing subjectivities and differences and honouring the needs of all learners, the PLC is raising cultural awareness and mobilizing efforts to build capacity and strengthen professional relationships across Alberta.

scholarly journals Distributed leadership for professional learning: Effective leadership practices in early childhood education

2021 ◽  
Author(s):  
◽  
Rachel Denee
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Distributed Leadership ◽  
Leadership Practices ◽  
Effective Leadership ◽  
Learning Context ◽  
Childhood Education ◽  
Aotearoa New Zealand

<p>In Aotearoa New Zealand, leadership within the early childhood education (ECE) sector is both positionally assigned and a required practice of all teachers. Within this context, distributed leadership – where all team members have the opportunity to lead – is increasingly seen as an effective leadership model (Thornton, 2010). The purported benefits of distributed leadership have significant overlap with professional learning: increased engagement, deeper learning, context-specific learning and improved pedagogical practices among teachers (Poekert, 2012). This study considers the relationship between distributed leadership and professional learning in ECE settings, and seeks to discover practices of effective positional leaders in facilitating both. A nationwide survey was carried out in Aotearoa New Zealand to capture a picture of current perceptions of ECE teachers and positional leaders about professional learning communities and, in particular, distributed leadership for professional learning. Subsequently, the leadership practices for distributed leadership and professional learning in three previously-identified high quality ECE services were investigated through individual and group interviews. The analysis of literature, survey and interview findings from this study led to a framework of effective leadership practice, consisting of six elements: inquiry and articulation of thinking; teachers enacting leadership; collaboration and dialogue; mentoring and coaching; fostering relational trust; and, creating vision and designing supportive structures.</p>

Communing to re-imagine figured worlds

2020 ◽  
pp. 146394912094129
Author(s):  
Jamie Huff Sisson ◽  
Victoria Whitington ◽  
Anne-Marie Shin ◽  
Jaye Johnson Thiel ◽  
Barbara Comber
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Learning Communities ◽  
Power Relations ◽  
Cultural Models ◽  
Educational Leaders ◽  
Figured Worlds ◽  
Childhood Education

The importance of community has been widely recognised in the field of early childhood education. However, the various ways it has been conceived, together with taken-for-granted notions of education, have made it difficult to actualise the processes involved in contextually meaningful ways. This article draws on cultural models theory to explore educational leaders’ re-imagining and redesigning of early childhood educational learning communities in a range of diverse settings. The examination of the processes and artefacts used to promote democratic identities and agency highlights the significance of establishing shared principles, sociality and challenging power relations to engage in processes of communing that are contextually meaningful, sustainable and democratic.

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