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ERIC Number: EJ1378230
Record Type: Journal
Publication Date: 2023
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-0763
EISSN: EISSN-1744-5043
Role Perceptions of Early Childhood Teachers Leading Professional Learning Communities Following a New Professional Development Policy
Avidov-Ungar, Orit; Merav, Hayak; Cohen, Sivan
Leadership and Policy in Schools, v22 n1 p225-237 2023
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A