Role Perceptions of Early Childhood Teachers Leading Professional Learning Communities Following a New Professional Development Policy

Autor/inn/en	Avidov-Ungar, Orit; Merav, Hayak; Cohen, Sivan
Titel	Role Perceptions of Early Childhood Teachers Leading Professional Learning Communities Following a New Professional Development Policy
Quelle	In: Leadership and Policy in Schools, 22 (2023) 1, S.225-237 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Avidov-Ungar, Orit) ORCID (Merav, Hayak)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2021.1921224
Schlagwörter	Foreign Countries; Early Childhood Teachers; Teacher Role; Teacher Attitudes; Teacher Leadership; Communities of Practice; Faculty Development; Educational Change; Educational Policy; Leadership Role; Role Perception; Teacher Motivation; Incentives; Kindergarten; Psychological Patterns; Emotional Response; Israel + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Lehrerverhalten; Lehrerfunktionsstelle; Community; Bildungsreform; Politics of education; Bildungspolitik; Role conception; Rollenverständnis; Anreiz; Emotionales Verhalten
Abstract	The goal of the study was to examine the factors that drove early childhood teachers to accept a leadership role in professional learning communities (PLCs), their perceptions of the role's characteristics and the implications of taking on an additional role beyond the teaching of kindergarten-age children. This qualitative study included 30 Israeli early-childhood teachers who were actively leading a PLC. Analysis of the data revealed that their PLC-related objectives were driven by internal and external motivations. The findings also indicate their sense of having to manage a dual role: the traditional role of early childhood educators and that of PLC leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01