Early Childhood Education Teachers’ Professional Development towards Pedagogical Leadership

Elina Fonsén, Tuulikki Ukkonen-Mikkola

Research output: Contribution to journalArticleScientificpeer-review

Abstract

Background: In recent years, early childhood education (ECE) has faced many reforms that have led to new requirements for pedagogy. Due to this evolution, there is, in turn, an increasing need to enhance the professional competence of ECE teachers through further training. Purpose: This article examines ECE teachers' interpretations of the changes in their pedagogical thinking during a further training course for ECE teachers in Finland. The aim of this qualitative research was to investigate the professional development that can be related to the further training. The context of the study was an 18-month long ECE teachers' further training course called 'Pedagogy of Early Childhood Education during Changing Practices'. Sample: The study involved 32 ECE teachers participating in the further training course. The data consisted of the written responses of the further training participants in respect of their interpretation of pedagogy. Design and methods: The research was carried out using a participatory action approach. The written data were collected from the teacher participants. Thematic analysis was firstly conducted inductively from the data. In the second phase, content analysis was applied using abductive reasoning. The theory-based content analysis was conducted using pedagogical leadership aspects of the theory of human capital. Results: The features of professional development that were identified were explored through the lens of pedagogical leadership and grouped into four dimensions: increased knowledge, awareness of the quality of previously implemented pedagogy, developmental skills, and ability to make the case for ECE pedagogy. Conclusions: The research identified connections and relationships between the further training and professional development in pedagogical leadership. The significance of and demand for a participatory action research approach to further training for ECE teachers are discussed.

Original languageEnglish
JournalEducational Research
Volume61
Issue number2
Pages (from-to)181-196
Number of pages16
ISSN0013-1881
DOIs
Publication statusPublished - 3 Apr 2019
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • Early childhood education
  • ECE teacher
  • further training
  • professional development
  • pedagogical leadership
  • action research

Cite this

@article{1f9bc18625d74e4aa0cfb274b32641a4,
title = "Early Childhood Education Teachers’ Professional Development towards Pedagogical Leadership",
abstract = "Background: In recent years, early childhood education (ECE) has faced many reforms that have led to new requirements for pedagogy. Due to this evolution, there is, in turn, an increasing need to enhance the professional competence of ECE teachers through further training. Purpose: This article examines ECE teachers' interpretations of the changes in their pedagogical thinking during a further training course for ECE teachers in Finland. The aim of this qualitative research was to investigate the professional development that can be related to the further training. The context of the study was an 18-month long ECE teachers' further training course called 'Pedagogy of Early Childhood Education during Changing Practices'. Sample: The study involved 32 ECE teachers participating in the further training course. The data consisted of the written responses of the further training participants in respect of their interpretation of pedagogy. Design and methods: The research was carried out using a participatory action approach. The written data were collected from the teacher participants. Thematic analysis was firstly conducted inductively from the data. In the second phase, content analysis was applied using abductive reasoning. The theory-based content analysis was conducted using pedagogical leadership aspects of the theory of human capital. Results: The features of professional development that were identified were explored through the lens of pedagogical leadership and grouped into four dimensions: increased knowledge, awareness of the quality of previously implemented pedagogy, developmental skills, and ability to make the case for ECE pedagogy. Conclusions: The research identified connections and relationships between the further training and professional development in pedagogical leadership. The significance of and demand for a participatory action research approach to further training for ECE teachers are discussed.",
keywords = "516 Educational sciences, Early childhood education, ECE teacher, further training, professional development, pedagogical leadership, action research",
author = "Elina Fons{\'e}n and Tuulikki Ukkonen-Mikkola",
year = "2019",
month = "4",
day = "3",
doi = "10.1080/00131881.2019.1600377",
language = "English",
volume = "61",
pages = "181--196",
journal = "Educational Research",
issn = "0013-1881",
publisher = "Routledge",
number = "2",

}

Early Childhood Education Teachers’ Professional Development towards Pedagogical Leadership. / Fonsén, Elina; Ukkonen-Mikkola, Tuulikki.

In: Educational Research, Vol. 61, No. 2, 03.04.2019, p. 181-196.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - Early Childhood Education Teachers’ Professional Development towards Pedagogical Leadership

AU - Fonsén, Elina

AU - Ukkonen-Mikkola, Tuulikki

PY - 2019/4/3

Y1 - 2019/4/3

N2 - Background: In recent years, early childhood education (ECE) has faced many reforms that have led to new requirements for pedagogy. Due to this evolution, there is, in turn, an increasing need to enhance the professional competence of ECE teachers through further training. Purpose: This article examines ECE teachers' interpretations of the changes in their pedagogical thinking during a further training course for ECE teachers in Finland. The aim of this qualitative research was to investigate the professional development that can be related to the further training. The context of the study was an 18-month long ECE teachers' further training course called 'Pedagogy of Early Childhood Education during Changing Practices'. Sample: The study involved 32 ECE teachers participating in the further training course. The data consisted of the written responses of the further training participants in respect of their interpretation of pedagogy. Design and methods: The research was carried out using a participatory action approach. The written data were collected from the teacher participants. Thematic analysis was firstly conducted inductively from the data. In the second phase, content analysis was applied using abductive reasoning. The theory-based content analysis was conducted using pedagogical leadership aspects of the theory of human capital. Results: The features of professional development that were identified were explored through the lens of pedagogical leadership and grouped into four dimensions: increased knowledge, awareness of the quality of previously implemented pedagogy, developmental skills, and ability to make the case for ECE pedagogy. Conclusions: The research identified connections and relationships between the further training and professional development in pedagogical leadership. The significance of and demand for a participatory action research approach to further training for ECE teachers are discussed.

AB - Background: In recent years, early childhood education (ECE) has faced many reforms that have led to new requirements for pedagogy. Due to this evolution, there is, in turn, an increasing need to enhance the professional competence of ECE teachers through further training. Purpose: This article examines ECE teachers' interpretations of the changes in their pedagogical thinking during a further training course for ECE teachers in Finland. The aim of this qualitative research was to investigate the professional development that can be related to the further training. The context of the study was an 18-month long ECE teachers' further training course called 'Pedagogy of Early Childhood Education during Changing Practices'. Sample: The study involved 32 ECE teachers participating in the further training course. The data consisted of the written responses of the further training participants in respect of their interpretation of pedagogy. Design and methods: The research was carried out using a participatory action approach. The written data were collected from the teacher participants. Thematic analysis was firstly conducted inductively from the data. In the second phase, content analysis was applied using abductive reasoning. The theory-based content analysis was conducted using pedagogical leadership aspects of the theory of human capital. Results: The features of professional development that were identified were explored through the lens of pedagogical leadership and grouped into four dimensions: increased knowledge, awareness of the quality of previously implemented pedagogy, developmental skills, and ability to make the case for ECE pedagogy. Conclusions: The research identified connections and relationships between the further training and professional development in pedagogical leadership. The significance of and demand for a participatory action research approach to further training for ECE teachers are discussed.

KW - 516 Educational sciences

KW - Early childhood education

KW - ECE teacher

KW - further training

KW - professional development

KW - pedagogical leadership

KW - action research

U2 - 10.1080/00131881.2019.1600377

DO - 10.1080/00131881.2019.1600377

M3 - Article

VL - 61

SP - 181

EP - 196

JO - Educational Research

JF - Educational Research

SN - 0013-1881

IS - 2

ER -