Educational leadership in pre-school : A leadership in transition
This paper aims at discussing a research plan on educational leadership for educated teacher in pre-schools and is produced in the beginning of a doctoral project. Early childhood education and care in Sweden has been extended and reformed by the government as a part of the Swedish family welfare policy. The responsibility now lies within the Ministry of education and Science, and the supervisory responsibility with the National Agency for education. Pre-school (1-6) in Sweden are now a part of the educational system and has its own Curriculum.The School Act in 1998 has decentralized the responsibility to the municipalities, and thereby also the organization of the educational leadership. This change of the educational leadership for pre-school from a leadership located within the pre-school to a educational leader for a school district, is the initial ground for this research-interest. How does this change affect the educational leadership for pre-school teachers?This paper will account for what the regulatory documents and literature about educational leadership say about the importance of educative leadership.
Forskning om rektor - en forskningsöversikt
En forskargrupp vid Karlstads universitet som undersoker hur ledarskap i skolan forandras i samband med samhallsforandringawr, presenterar resultaten av en bred lasning. I Forskning om rektor prese ...
Anpassning till rådande ordning. En studie av manliga förskollärare i förskoleverksamhet
The aim of this study is to describe and analyse the situation of male teachers in the day-to-day work of pre-school, taking into account the fact that men are underrepresented in this profession. The methodic field is qualitative. Video recordings and interviews have been carried out with the fourteen male pre-school teachers who have participated in the project. Some of these men work together with another man, while others have women colleagues only. The results show that to a large extent the male teachers adapt to traditional pre-school praxis. In most cases they see the relationship between the sexes as grounded in biological difference. Pre-schools are classified as belonging within a feminine sphere. The male teachers take active part in all activities, many of which are nurturing and repetitive. In some cases, strategies of avoidance are employed, for instance in situations involving interior decoration. The men assume responsibility for activities that are traditionally classified as masculine, but these activities are marginalised by both female and male staff. When the male teachers and the children choose what to do, they tend to choose activities that are not gender-classified, such as creative activities. In their juxtaposition of maleness with feminine approaches in routine situations of nurture, they are instrumental in the development of new masculinities. It is masculine as well as feminine, male as well as female, to change nappies, do the housecleaning and wipe little noses.