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...
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Høgskolen i Oslo og Akershus
2014-12-01
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Series: | Nordisk Barnehageforskning |
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Online Access: | https://journals.hioa.no/index.php/nbf/article/view/492 |
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doaj-b03b0e0996ff46bd96a804616a4ea3d82020-11-25T01:47:05ZdanHøgskolen i Oslo og AkershusNordisk Barnehageforskning1890-91672014-12-01810.7577/nbf.492787Knowledge Development through Hybrid Leadership PracticesKarin Hognestad0Marit Bøe1Phd stipendiat/høgskolelektor i pedagogikkPhd stipendiat/høgskolelektor i pedagogikk 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 recall interviews. Our analyses demonstrate that these teacher leaders encourage knowledge development by functioning as hybrid leaders in their communities of practice, while our findings show that there are four leadership approaches to knowledge development that emerge from everyday work: providing professional guidance, acting as a role model in work performance, putting practices into words and supporting desired teaching practices. Moreover, our study reveals that the leading of knowledge development is dependent on teacher leaders’ practical knowledge and their influence in their communities of practice. We therefore posit that the provision of knowledge development through and within the relationships that comprise communities of practice is crucial developing ECEC as learning organisations. https://journals.hioa.no/index.php/nbf/article/view/492Knowledge developmentcommunities of practiceformal teacher leaderspractical knowledgequalitative shadowing |
collection |
DOAJ |
language |
Danish |
format |
Article |
sources |
DOAJ |
author |
Karin Hognestad Marit Bøe |
spellingShingle |
Karin Hognestad Marit Bøe Knowledge Development through Hybrid Leadership Practices Nordisk Barnehageforskning Knowledge development communities of practice formal teacher leaders practical knowledge qualitative shadowing |
author_facet |
Karin Hognestad Marit Bøe |
author_sort |
Karin Hognestad |
title |
Knowledge Development through Hybrid Leadership Practices |
title_short |
Knowledge Development through Hybrid Leadership Practices |
title_full |
Knowledge Development through Hybrid Leadership Practices |
title_fullStr |
Knowledge Development through Hybrid Leadership Practices |
title_full_unstemmed |
Knowledge Development through Hybrid Leadership Practices |
title_sort |
knowledge development through hybrid leadership practices |
publisher |
Høgskolen i Oslo og Akershus |
series |
Nordisk Barnehageforskning |
issn |
1890-9167 |
publishDate |
2014-12-01 |
description |
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 recall interviews. Our analyses demonstrate that these teacher leaders encourage knowledge development by functioning as hybrid leaders in their communities of practice, while our findings show that there are four leadership approaches to knowledge development that emerge from everyday work: providing professional guidance, acting as a role model in work performance, putting practices into words and supporting desired teaching practices. Moreover, our study reveals that the leading of knowledge development is dependent on teacher leaders’ practical knowledge and their influence in their communities of practice. We therefore posit that the provision of knowledge development through and within the relationships that comprise communities of practice is crucial developing ECEC as learning organisations.
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topic |
Knowledge development communities of practice formal teacher leaders practical knowledge qualitative shadowing |
url |
https://journals.hioa.no/index.php/nbf/article/view/492 |
work_keys_str_mv |
AT karinhognestad knowledgedevelopmentthroughhybridleadershippractices AT maritbøe knowledgedevelopmentthroughhybridleadershippractices |
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1725016396455215104 |