Early Years Teachers as leaders of change through reflexivity praxis?

Boardman, Karen (2018) Early Years Teachers as leaders of change through reflexivity praxis? Early Child Development and Care. ISSN 0300-4430 DOI https://doi.org/10.1080/03004430.2018.1471473

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The contemporary ‘notion’ of Early Years Teacher Status (EYTS) is primarily associated with the professionalization and policy review of the Early Childhood Education and Care (ECEC) workforce in England. As such, although considered to advocate reputed prospects and potential for graduates ‘leading’ provision for under-fives, remains for many educationalists an ambiguous concern. This paper outlines the findings of a recent small-scale qualitative research study suggesting that EYTs, offered time and space to document and reflect on their provision, subsequently transform their own pedagogy and effectively lead their colleagues in making crucial changes to support early reading in their settings. The EYTs engaged in this study recognised a shortfall in their current provision and actively pursued resolution as reflexive pedagogical leaders

Item Type: Article
Uncontrolled Keywords: Early Years Teacher Status; leading change; impact; praxis; pedagogical leaders
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Education
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Date Deposited: 17 May 2018 09:34
URI: http://repository.edgehill.ac.uk/id/eprint/10340

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