Repositioning early childhood leadership as action and activism

Developing Preservice Teachers as Leaders: A Case of Early Childhood Education in Hong Kong

“…Even if the curriculum is fixed, you still have your own space to practice, not necessarily following "the script" all the time. (Teacher Educator) Her comments echoed Woodrow and Busch's (2008) idea about activating and consolidating leadership in everyday situated practice. For teachers, taking leadership is to take an active role in their everyday practice, not waiting for being given the opportunities.…”

“…As mentioned earlier, little attention has been given to leadership development of pre-service teachers and research in this area in the field of ECE (Bond, 2011;Woodrow & Busch, 2008). In recent years, the needs for developing pre-service teachers' leadership have been increasingly recognized by scholars and researchers (e.g.…”

“…It can be also referred to a set of behaviours and practices that require collaboration. Woodrow and Busch (2008) took the concepts of feminist research on leadership in their project of developing leadership in ECE and regarded leadership as everyday situated practice to be activated and consolidated while pre-service teachers entered into the early childhood community. Such interpretation of leadership for pre-service students has made the abstract concept of leadership concrete for them and helped to make a link between what they have learned and their practice especially during teaching practicum.…”

“…an administrative leader. They were aware that how teacher leadership could occur in "everyday situated practice" (Woodrow and Busch, 2008). They were also aware of the importance of leadership while working with colleagues.…”

Pedagogical Narrations and Leadership in Early Childhood Education as Thinking in Moments of Not Knowing

“…Traditional views of leadership, namely, forms of leadership that are associated with administrative approaches, hierarchical structures, and a position that is typically held by a male figure are deemed by early childhood educators as antithetical to the collaborative and relational "nature" of the early childhood profession (Hard, 2005;Rodd, 1997;Woodrow & Busch, 2008). An additional challenge to leadership in ECE is linked with the gendered nature of the profession.…”