Förskollärares ledarskap som ett kunskapsfält i behov av begreppsliga resurser i förskoleverksamhet, utbildning och forskning
The present study aims to investigate supervision activities as a form of teaching leadership in preschool teacher education. Work-based education constitutes a particular context for understanding of leadership in preschool due to its intention of bridging between practical and theoretical experien...
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| Main Authors: | , |
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| Format: | Article |
| Language: | Danish |
| Published: |
Malmö University Press
2022-09-01
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| Series: | Educare |
| Subjects: | |
| Online Access: | https://publicera.kb.se/educare/article/view/45575 |
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| Summary: | The present study aims to investigate supervision activities as a form of teaching leadership in preschool teacher education. Work-based education constitutes a particular context for understanding of leadership in preschool due to its intention of bridging between practical and theoretical experience and knowledge. The empirical data analyzed consist of audio-recorded supervision in the form of weekly conversations between the student teacher and the preschool teacher within a five-week course with leadership as the learning content. Theoretically grounded in a sociocultural perspective on learning and communication, the analysis shows how leadership is mediated as a relational practice but without a definition. In addition, the conversations focus on the student teacher’s trajectories of developing leadership. In these conversations, the contents: meanings of leadership and the students’ appropriation of leadership, are blurred. Without an explicit meta-perspective in the conversations, it becomes analytically unclear whether, or to what extent, the participants establish conceptual intersubjectivity. The findings are discussed in relation to work-based education as a context for teaching and learning the prospective occupation. We conclude that theoretical knowledge of preschool teachers’ leadership becomes invisible in supervision without an education offering conceptual resources for this content.
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| ISSN: | 2004-5190 |