Positioning theory as a framework for understanding the facilitation of professional development for educational leaders

Journal article

Martin, Jennifer Lynne, Nuttall, Jocelyn Grace, Wood, Elizabeth and Henderson, Linda. (2024). Positioning theory as a framework for understanding the facilitation of professional development for educational leaders. The Australian Educational Researcher. pp. 1-30. https://doi.org/10.1007/s13384-024-00700-9

Publication dates
Authors	Martin, Jennifer Lynne, Nuttall, Jocelyn Grace, Wood, Elizabeth and Henderson, Linda
Abstract	The article addresses the problem of providing in-service education within government-led reform initiatives yet enhancing professionalism in the Early Childhood Education and Care sector. The study was conducted during policy-mandated reform in Australia to investigate effective ways to support educational leaders in centres rated as not meeting the national quality standard. Data were derived from a larger project designed as a formative intervention and funded by the Australian Research Council. In this article, we focus on the positioning of the educational leaders over the course of the intervention as they endeavoured to develop workplace practices. We found that the participants’ status as leaders of low-rated centres was featured in the way they positioned themselves initially. How the researchers responded has been highlighted in our analysis and, we argue, repositioning these participants as professionally capable and responsible was essential to the success of the intervention for them. This article contributes an original methodological approach to researching individual learning within the collective processes of workplace practice development and provides an understanding of the reform process from the perspective of ‘working-towards’ educational leaders.
Keywords	Educational leaders; Change laboratories ; Positioning theory; Professional development
Year	01 Jan 2024
Journal	The Australian Educational Researcher
Journal citation	pp. 1-30
Publisher	Springer Science and Business Media B.V.
ISSN	2210-5328
Digital Object Identifier (DOI)	https://doi.org/10.1007/s13384-024-00700-9
Web address (URL)	https://link.springer.com/article/10.1007/s13384-024-00700-9
Open access	Open access
Research or scholarly	Research
Page range	1-30
Publisher's version	OA_Martin_2024_Positioning_theory_as_a_framework_for.pdf License CC BY 4.0 File Access Level Open
Output status	Published
Online	23 Mar 2024
Publication process dates
Accepted	07 Feb 2024
Deposited	09 Jul 2024
Additional information	© The Author(s) 2024
	his article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
Place of publication	Netherlands

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Nuttall, Joce and Edwards, Suzy. (2007). Theory, policy, and practice: Three contexts for the development of Australasia’s early childhood curriculum documents. In In L. Keesing-Styles and H. Hedges (Ed.). Theorising early childhood practice : emerging dialogues pp. 77 - 88 Pademelon Press.

Expanding intersubjectivity: The potential of Bakhtinian dialogism to inform narrative assessment in early childhood education

White, Jayne and Nuttall, Joce. (2007). Expanding intersubjectivity: The potential of Bakhtinian dialogism to inform narrative assessment in early childhood education. First Years Nga Tau Tuatahi. 9(1), pp. 21 - 25.

Fieldwork supervision: A space for professional learning

Nuttall, Joce, Doecke, Brenton, Berry, Amanda, Illesca, Bella and Mitchell, Jane. (2007). Fieldwork supervision: A space for professional learning. In Changing perspectives on professional learning: Professionalism, identities and practice pp. 37 - 52 Sense Publishers. https://doi.org/10.1163/9789087901257_005

Changing research contexts in teacher education in Australia: Charting new directions

Nuttall, Joce, Mitchell, Jane and Seddon, Terri. (2006). Changing research contexts in teacher education in Australia: Charting new directions. Asia-Pacific Journal of Teacher Education. 34(1), pp. 321 - 332. https://doi.org/10.1080/13598660600927224

Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare.

Nuttall, Joce. (2006). Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare. Teachers and Teaching: Theory and Practice. 12(2), pp. 139 - 150. https://doi.org/10.1080/13450600500467316

Teacher education: What are its prospects?

Mitchell, Jane, Murray, Sally and Nuttall, Joce. (2006). Teacher education: What are its prospects? In In B. Doecke, M. Howie and W. Sawyer (Ed.). Only connect: English teaching, schooling and community pp. 321 - 334 Wakefield Press.

Co-operating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada

Mitchell, Jane, Clarke, Anthony and Nuttall, Joce. (2006). Co-operating teachers' perspectives under scrutiny: A comparative analysis of Australia and Canada. Asia-Pacific Journal of Teacher Education. 35(1), pp. 5 - 25. https://doi.org/10.1080/13598660601111109