BackgroundIn recent years, early childhood education (ECE) has faced many reforms that have led to new requirements for pedagogy. Due to this evolution, there is, in turn, an increasing need to enhance the professional competence of ECE teachers through further training. PurposeThis article examines ECE teachers' interpretations of the changes in their pedagogical thinking during a further training course for ECE teachers in Finland. The aim of this qualitative research was to investigate the professional development that can be related to the further training.The context of the study was an 18-month long ECE teachers' further training course called 'Pedagogy of Early Childhood Education during Changing Practices'. SampleThe study involved 32 ECE teachers participating in the further training course. The data consisted of the written responses of the further training participants in respect of their interpretation of pedagogy. Design and methodsThe research was carried out using a participatory action approach. The written data were collected from the teacher participants. Thematic analysis was firstly conducted inductively from the data. In the second phase, content analysis was applied using abductive reasoning. The theory-based content analysis was conducted using pedagogical leadership aspects of the theory of human capital. ResultsThe features of professional development that were identified were explored through the lens of pedagogical leadership and grouped into four: dimensions: increased knowledge, awareness of the quality of previously implemented pedagogy, developmental skills, and ability to make the case for ECE pedagogy. ConclusionsThe research identified connections and relationships between the further training and professional development in pedagogical leadership. The significance of and demand for a participatory action research approach to further training for ECE teachers are discussed.

This study examines the experiences of early childhood teachers in their everyday pedagogical work. The data for this qualitative study consists of the diaries of early childhood teachers. Layder's (1993) research map has been used to structure the theoretical background and provide an analytical frame to categorise the data. The results show that early childhood teachers' work is complex and demanding, but they did encounter successes in their work. Certain common themes were identified on the levels of Layder's research map. These themes, which were experienced both as successes and challenges, included laws and steering documents, values and attitudes, pedagogical principles and solutions, leadership, collaborative structures, interaction, professional self-conception and skills. The challenges in the teachers' work were caused by differing professional values, a lack of discussion, and inoperative organisational structures and practices, among others.

According to previous research, the leadership in early childhood education (ECE) needs to be strengthened and improved by building sustainable structures. The aim of the current research was to investigate how ECE professionals evaluate its leadership. The context of the study was a development project called Sustainable leadership in ECE conducted in two municipalities in Finland. The purpose of the project was to investigate and create a sustainable structure for ECE leadership with the aim of strengthening pedagogical leadership. The participants were 110 ECE professionals, comprising experts, directors, teachers, and nurses. The research was based on responses to an electronic questionnaire about the quality of ECE leadership built around six themes: leadership of the organisation, Human resource management, Structure of the organisation, Pedagogical leadership, Knowledge management and work well-being, and Leadership of self. The results indicate that only in the pedagogical leadership theme were there statistically significant differences between the groups of professionals. Having high professional status and being highly qualified seem to enhance the ability of professionals to reflect critically on pedagogical leadership and to have more demanding attitudes about the quality of pedagogical leadership.

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