Knowledge Development through Hybrid Leadership Practices

Forfattere

  • Karin Hognestad Phd stipendiat/høgskolelektor i pedagogikk
  • Marit Bøe Phd stipendiat/høgskolelektor i pedagogikk

DOI:

https://doi.org/10.7577/nbf.492

Emneord (Nøkkelord):

Knowledge development, communities of practice, formal teacher leaders, practical knowledge, qualitative shadowing

Sammendrag

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.


Forfatterbiografier

Karin Hognestad, Phd stipendiat/høgskolelektor i pedagogikk

NTNU/ Høgskolen i Telemark

Marit Bøe, Phd stipendiat/høgskolelektor i pedagogikk

NTNU/ Høgskolen i Telemark

Nedlastinger

Publisert

2014-12-09

Hvordan referere

Hognestad, K., & Bøe, M. (2014). Knowledge Development through Hybrid Leadership Practices. Tidsskrift for Nordisk Barnehageforskning, 8. https://doi.org/10.7577/nbf.492

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