A New Professionalism

Cable, Carrie; Miller, Linda

doi:10.4135/9781446288795.n11

Cited by 11 publications

(9 citation statements)

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“…Creating and sustaining a focused vision becomes an important factor of effective organisations where a central leadership role becomes the driver for change, as advocated by researchers (Leithwood & Jantzi, 2005;Zhong, 2009;Miller & Cable, 2011). Whether it is through transformational or distributive leadership, or using male or female traits of leadership (Boone, 2004), more important in our view is an understanding and application of the skills to leadership and management activities and it should be the responsibility of all professionals in the EY sector.…”

Section: Findings and Discussionmentioning

confidence: 99%

“…A reason for this could be that EY leadership is an area that male practitioners feel uncomfortable in due to the nature of close working with very young children, and therefore there is a likelihood that greater judgement may be placed on them by people in comparison to their female colleagues (Miller & Cable, 2011). But this is purely speculative and the need to theorise this area with evidence is urgently required.…”

Section: Effective Educational Leadership In Early Yearsmentioning

confidence: 99%

“…These conditions are to do with mentoring and coaching opportunities, commitment to continuous professional development and where professional dialogue about pedagogy and learning is encouraged. Cable & Miller (2011: 147) note the need for further research to ‘re-conceptualise and reconstruct’ what it means to be a professional in the EY.…”

Section: Literaturementioning

confidence: 99%

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Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Mistry

Sood

2012

Management in Education

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Leadership has been under-researched in the Early Years (EY) sector of primary schools in England, especially in leading change for professional development. The aim of this paper is to theorise what the leadership culture for EY practitioners looks like, and how Initial Teacher Training providers and schools are preparing practitioners for leadership. Using case studies of EY practitioners in different stages of their career in primary schools, we offer an insight into their preparedness for leadership in EY, the implication being that leadership training requires an understanding and embedding of the EY culture and context. Interviews with both sample groups allowed for deeper insight into the lived world. Interviews were also conducted with the head teachers to gain an overview of the leadership preparation they provided. The main findings suggest that newer EY practitioners are better prepared for leadership from their university training in comparison to more experienced EY practitioners.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Effective Educational Leadership In Early Yearsmentioning

confidence: 99%

Section: Literaturementioning

confidence: 99%

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Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Mistry

Sood

2012

Management in Education

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“…Teachers' life experiences, interactions with children and families, and social conditions in specific local contexts are also argued as contributing factors to the playing out of professional practice (Cable & Miller, 2011;Spodek & Saracho, 1988). Thus, a study that explores how Indonesian early childhood practitioners understand professionalism and its characteristics has the potential to provide information from an insider's perspective that can supplement existing 'outside' understandings by the government (Jalal et al, 2009).…”

Section: Statement Of the Issuementioning

confidence: 99%

“…Researchers on professionalism believe that it is context bound, which means each different context will offer its own rich understanding of teachers' professionalism (Cable & Miller, 2011;Harwood et al, 2013;Lazzari, 2012;. Teachers' perceptions of professionalism within one context in Indonesia will certainly add another 'local'…”

Section: Significance Of the Studymentioning

confidence: 99%

Early childhood practitioners’ insights on professionalism: Views from Indonesia

Hakim¹

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<p>Understanding early childhood teachers’ perspectives on professionalism is important because the notion of professionalism in early childhood is contextual and varies according to location and cultural backgrounds. Despite numerous studies on early childhood teachers’ insights on professionalism, no investigation has yet existed regarding unique environments of Indonesia. Thus this study examines Indonesian early childhood practitioners’ insights about the notion of professionalism and what constitutes the characteristics of a professional early childhood teacher. This study adopted a phenomenological method to be able to conduct an in-depth exploration of teachers’ experience and their insights about professionalism. The participants for this study were 21 kindergarten and playgroup teachers who had experienced intermediate level training in the national programme for up-skilling in South Sulawesi, Indonesia. Teachers in this study considered professionalism as a journey toward an improved state at both the pedagogical level at their actual early childhood centre and the personal level of self-improvement as a role model. The study argues that these two outputs of the journey were like parallel tracks; that lead towards improvement in both teaching performance and personal qualities. The outcome of the first track is tangible in each day of teaching performance, while the outcomes of the second track are experienced one’s entire career, or even an entire life. This echoes Urban and Dalli (2012) conclusion that being professional cannot separate the “nature of practice, thinking about practice, and thinking about oneself in this practice – making the boundaries between doing, knowing and being blurred or non-existent” (p.161). This sense of understanding professionalism as collections of interrelated actions towards an overall goal underpinned the attitudes of the teachers in South Sulawesi, Indonesia.</p>

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Trusting the Process: Pedagogical Innovation for Children’s Agency in the Classroom

Farini

Scollan

2023

Pedagogical Innovation for Children's Agency in the Classroom

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A New Professionalism

Cited by 11 publications

References 0 publications

Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Early childhood practitioners’ insights on professionalism: Views from Indonesia

Trusting the Process: Pedagogical Innovation for Children’s Agency in the Classroom

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