Collaborative professional learning: contributing to the growth of leadership, professional identity and professionalism

Kaye Colmer*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    13 Citations (Scopus)

    Abstract

    This article contributes to understanding of professionalism in early childhood education and argues that in working to implement a mandated curriculum framework, professional identity and professionalism can be enhanced. While primarily focused on examining the nature of leadership practice during professional development and learning to implement the Australian Early Years Learning Framework, this research offers insights into educators' subjectivities. A particular focus was to examine the influence of different social domains to understand how agency and structure were implicated in the enactment of leadership. Analysis of data from two case studies in early childhood centres suggested that professional identity was socially constructed with collaborative professional dialogue contributing to educators' sense of agency.

    Original languageEnglish
    Pages (from-to)436-449
    Number of pages14
    JournalEuropean Early Childhood Education Research Journal
    Volume25
    Issue number3
    DOIs
    Publication statusPublished - 4 May 2017

    Keywords

    • professional learning
    • leadership practice
    • professional identity
    • professionalism

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