{"title":"Hall of mirrors to enhance a network professional learning community for ECEC centre leaders","authors":"Marit Bøe, Elsa Kristiansen","doi":"10.1108/ijem-12-2023-0633","DOIUrl":null,"url":null,"abstract":"<h3>Purpose</h3>\n<p>In view of the expanding global interest in leadership learning and development programmes for centre leaders, this study aims to investigate how an early childhood education leadership programme can enhance Norwegian centre leaders’ learning and development as a network professional learning community (PLC) by way of Schön’s reflective model, the hall of mirrors.</p><!--/ Abstract__block -->\n<h3>Design/methodology/approach</h3>\n<p>In this qualitative case study, we interviewed four centre leaders, the owner of the centres and a facilitator and/or coach from the local work and competence centre for inclusive work who was leading the leadership programme.</p><!--/ Abstract__block -->\n<h3>Findings</h3>\n<p>The findings demonstrate three aspects of the hall of mirrors that enhanced the centre leaders as a network PLC: engaging in collective inquiry towards shared visions and values, enhancing professionalism through distributed leadership and cultivating a trusting learning climate.</p><!--/ Abstract__block -->\n<h3>Research limitations/implications</h3>\n<p>Data were collected in a single smaller municipality in Norway and therefore may not be generalisable to other areas.</p><!--/ Abstract__block -->\n<h3>Practical and social implications</h3>\n<p>The findings can be used to further discuss how early childhood education and care (ECEC) leadership development programmes can be employed to establish and sustain professional leadership teams and professional learning communities.</p><!--/ Abstract__block -->\n<h3>Originality/value</h3>\n<p>As there are parallels between the leadership programme and the workplace and the programme promoted a network PLC, this study contributes to existing knowledge by offering a transformative reflective model for leadership learning and change through the reconceptualisation of the hall of mirrors.</p><!--/ Abstract__block -->","PeriodicalId":47666,"journal":{"name":"International Journal of Educational Management","volume":null,"pages":null},"PeriodicalIF":2.4000,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Management","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1108/ijem-12-2023-0633","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}
引用次数: 0
Abstract
Purpose
In view of the expanding global interest in leadership learning and development programmes for centre leaders, this study aims to investigate how an early childhood education leadership programme can enhance Norwegian centre leaders’ learning and development as a network professional learning community (PLC) by way of Schön’s reflective model, the hall of mirrors.
Design/methodology/approach
In this qualitative case study, we interviewed four centre leaders, the owner of the centres and a facilitator and/or coach from the local work and competence centre for inclusive work who was leading the leadership programme.
Findings
The findings demonstrate three aspects of the hall of mirrors that enhanced the centre leaders as a network PLC: engaging in collective inquiry towards shared visions and values, enhancing professionalism through distributed leadership and cultivating a trusting learning climate.
Research limitations/implications
Data were collected in a single smaller municipality in Norway and therefore may not be generalisable to other areas.
Practical and social implications
The findings can be used to further discuss how early childhood education and care (ECEC) leadership development programmes can be employed to establish and sustain professional leadership teams and professional learning communities.
Originality/value
As there are parallels between the leadership programme and the workplace and the programme promoted a network PLC, this study contributes to existing knowledge by offering a transformative reflective model for leadership learning and change through the reconceptualisation of the hall of mirrors.
期刊介绍:
The International Journal of Educational Management (IJEM) provides those interested in the effective management of the educational process with a broad overview of developments and best practice in the field, with particular reference to how new ideas can be applied worldwide. As the whole structure and philosophy of education goes through a sea-change, and as budgets are cut, educational managers need to keep abreast of new developments in order to maximize their resources and determine the most appropriate management strategy for their institution. The journal explores research in the following areas: -Innovation in educational management across the spectrum -The development of educational delivery mechanisms -Creation of an environment in which the management of resources provides the most efficient outputs -Sharing of new initiatives, with an international application The International Journal of Educational Management addresses the increasingly complex role of the educational manager, offering international perspectives on common problems and providing a forum for the sharing of ideas, information and expertise.