Browsing by Subject "Varhaiskasvatuksen johtajuus"

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  • Kantola, Annika (Helsingin yliopisto, 2020)
    Objectives. The intention of this thesis was to research perceptions of managers in the field of early childhood education (ECE) on leadership of ECE in the future. Additional aims were to examine leaders’ understandings on skills that leadership will require in the future. Interest towards research of leadership has increased during the past decades, and results have indi-cated that leadership is significant especially in the context of quality of provision and service. The topic is momentous as the field of ECE as well as leadership in the domain have recently faced plentiful changes on a national level. Methods. The research material was provided to the University of Helsinki by the Centre of Educational Assessment. The material consisted of individual interviews (n=5) that were un-dertaken as part of the EduLearders scheme, as well as a questionnaire that was addressed to participants of a professional development programme in the field of education. The ques-tionnaire contained an open question from an initial participatory survey for the participants of the programme. Content analysis was used to analyse the material. Results. The research material indicates that there are three key factors affecting leadership in the field of ECE in the future: 1) economy, resources and leadership entities, 2) societal changes and needs, and 3) requirements, especially for successful leadership. Another find-ing was that proficiency as a leader in the field of ECE is perceived to form of diverse de-mands that are continually progressing and require more heterogenous knowledge and skills than before. The research findings highlight that the increasing demands are related to trans-versal competences, substance knowledge, working life competence, and leadership compe-tence. Also, communication and co-operation skills and skills related to ethical and emotional aptitude were central in the research material.
  • Repo, Marika (Helsingin yliopisto, 2019)
    Objectives. The purpose of this study was to examine how ECE teachers pedagogical leadership was understood in ECE personnel and ECE centre directors speech, how ECE teachers implement their pedagogical leadership and what kind of things belong to ECE teachers’ pedagogical leadership in ECE teachers and directors views. Also the purpose of this study was to examine what kind of things were affecting to ECE teachers pedagogical leadership in early childhood education. This subject is very current because lately in Finnish ECE there has been many reformations in a social level that have impacted to ECE teachers work and position. Methods. This study was implemented as part of “Discourse of leadership in the diverse field of early childhood education” research project. The data of this study consists of six focus group interviews which were collected in three cities of Finland. Interview lengths varied from 34 minutes to two hours and 26 minutes. This study was a qualitative research and content analysis was used as a method of this study. Analysing method also has features about discourse analysis. In this study the philosophy of science were based on social constructivism. Results. In this study ECE teacher pedagogical leadership was acknowledged and pedagogical leadership was important in participants’ views. ECE teachers were implementing pedagogical leadership in three levels: child group, team and centre levels. Things that affected to ECE teachers pedagogical leadership were teacher own responsibility, support of the director and the staff, social situation, idea about the basic tasks, structures of the organisation and the maintenance of pedagogical competence. Results of this study are meaningful for ECE teacher’s implementation of work and also help supporting ECE teachers in their work.