Reconceptualising pedagogical leadership for quality in early childhood education : From individual dispositions to systemic creativity

Book chapter

Nuttall, Joce, Henderson, Linda, Wood, Elizabeth and Martin, Jenny. (2023). Reconceptualising pedagogical leadership for quality in early childhood education : From individual dispositions to systemic creativity. In In Hansen, Line Skov and Ringsmose, Charlotte (Ed.). Quality in Early Childhood Education and Care through Leadership and Organizational Learning: Organizational and professional development. pp. 221 - 237 Springer Cham. https://doi.org/10.1007/978-3-031-39419-5_13

Publication dates
Authors	Nuttall, Joce, Henderson, Linda, Wood, Elizabeth and Martin, Jenny
Editors	Hansen, Line Skov and Ringsmose, Charlotte
Abstract	Many workplace sectors now recognise the relationship between effective leadership and positive outcomes for clients and communities. This is also the case for early childhood education, yet there is only a limited understanding of the nature of this relationship. At the same time, and in line with the themes of this volume, research, theory, and professional development in leadership are moving away from leadership conceptualised as individual skills and dispositions, toward understanding leadership as the capacity to make sense of complex workplace environments and effect change at the organisational level. This chapter presents one approach to transcending individualistic notions of leadership and developing leaders’ capacity to mobilise distributed workplace expertise in the interests of better outcomes. Methods and data are drawn from an Australian-UK research project called ‘Learning-rich leadership for quality improvement in early childhood education’, which employed a formative intervention informed by cultural-historical activity theory to develop new practices and theorisation of leadership in early childhood education. Key elements of the new theory are presented, supported by data from the project, to illustrate how leaders can learn to focus on organisational, rather than individual, capacity in early care and education settings.
Keywords	Pedagogical leadership ; quality early childhood practices; quality improvement work
Page range	221 - 237
Year	01 Jan 2023
Book title	Quality in Early Childhood Education and Care through Leadership and Organizational Learning: Organizational and professional development.
Publisher	Springer Cham
Place of publication	Netherlands
Edition	41
Series	International Perspectives on Early Childhood Education and Development
ISBN	978-3-031-39418-8
ISSN	2468-8746
Digital Object Identifier (DOI)	https://doi.org/10.1007/978-3-031-39419-5_13
Web address (URL)	https://link.springer.com/chapter/10.1007/978-3-031-39419-5_13
Open access	Published as non-open access
Research or scholarly	Research
Publisher's version	License All rights reserved File Access Level Controlled
Output status	Published
Online	20 Oct 2023
Publication process dates
Deposited	11 Jul 2024
ARC Funded Research	This output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant ID	DP 180100281
Additional information	© The Author(s), under exclusive license to Springer Nature Switzerland AG 2023
	We acknowledge and thank the Australian Research Council and our respective universities for funding to support this project [DP 180100281].

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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