Knowledge Development through Hybrid Leadership Practices
Abstract: This article considers the formal teacher leaders’ practices of leading knowledge development at the department level in early childhood education and care. To better understand these practices, we have utilised the hybrid leadership theory, along with qualitative shadowing and stimulated...
| Main Authors: | , |
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| Format: | Article |
| Language: | Danish |
| Published: |
Høgskolen i Oslo og Akershus
2014-12-01
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| Series: | Nordisk Barnehageforskning |
| Subjects: | |
| Online Access: | https://journals.hioa.no/index.php/nbf/article/view/492 |