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: | Karin Hognestad, Marit Bøe |
---|---|
Format: | Article |
Language: | Danish |
Published: |
Høgskolen i Oslo og Akershus
2014-12-01
|
Series: | Nordisk Barnehageforskning |
Subjects: | |
Online Access: | https://journals.hioa.no/index.php/nbf/article/view/492 |
Similar Items
-
The Knowledge Spiral in Community of Practice: Teachers’ Knowledge Transformation in Developing Innovative High School Science Curriculum
by: Meng-Yu Lin, et al.
Published: (2015-12-01) -
Professional formation of Swedish special education teachers in the tension between formal education at university and informal learning in practice
by: Kajsa Falkner, et al.
Published: (2020-01-01) -
Knowledge management practices in universities: The role of communities of practice
by: De-Graft Johnson Dei, et al.
Published: (2020-01-01) -
The influence of organisational control practices on knowledge production
by: Sambo, Mogamat Fadeel
Published: (2017) -
Teacher education and pedagogical practice: analysis on the nature of teacher knowledge
by: Camila Macenhan, et al.
Published: (2016-05-01)