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McDowall Clark, Rory (2012) I've Never Thought of Myself as a Leader but...’: the Early Years Professional and Catalytic Leadership. European Early Childhood Education Research Journal, 20 (3). pp. 391-401. ISSN 1350-293X (Print), 1752-1807 (Online)
Full text not available from this repository. (Request a copy)Abstract
This article examines the leadership role of the‘new professional’,in particular those who have obtained or are establishing themselves as Early Years Professionals (EYP). Central to this process is the ability to‘lead practice’;
however, this concept is ill-defined and used loosely within the context of day-to-day routine. This article uses cultural-historical activity theory as a framework in which concepts of leadership are interrogated. Informal interviews and collaborative dialogue are used to articulate the voices of those most closely involved. Prevalent models of leadership which rest on ideas of authority are challenged and a concept of catalytic leadership is proposed whereby EYP’s ability to bring about and inspire change is not dependent on a position of power.
| Item Type: | Article |
|---|---|
| Additional Information: | Staff and students at the University of Worcester can access the full-text of this article via the Summon Service. External users should check availability with their local library or Interlibrary Requests Service. |
| Uncontrolled Discrete Keywords: | leadership, leading practice, activity theory, Early Years Professional Status (EYPS), collaborative learning |
| Subjects: | L Education > L Education (General) |
| Divisions: | College of Arts, Humanities and Education > School of Education |
| Depositing User: | Rory Clark |
| Date Deposited: | 07 Mar 2013 12:30 |
| Last Modified: | 17 Jun 2020 16:59 |
| URI: | https://eprints.worc.ac.uk/id/eprint/2211 |
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