ABSTRACT Background: In 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. Purpose: This 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’. Sample: The 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 methods: The 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. Results: The 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. Conclusions: The 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.

中文翻译：

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幼儿教育教师的专业发展朝向教学领导

摘要背景：近年来，幼儿教育（ECE）面临许多改革，对教学法提出了新的要求。由于这种演变，反过来，越来越需要通过进一步培训来提高幼儿教育教师的专业能力。目的：本文考察了幼儿教育教师在芬兰幼儿教育教师进修课程中对其教学思想变化的解释。这项定性研究的目的是调查与进一步培训相关的专业发展。该研究的背景是为期 18 个月的 ECE 教师进修课程，名为“改变实践中的幼儿教育教学法”。样本：该研究涉及 32 名参加进一步培训课程的幼儿教育教师。数据包括进一步培训参与者关于他们对教学法的解释的书面答复。设计和方法：研究是使用参与式行动方法进行的。书面数据是从教师参与者那里收集的。首先从数据中归纳地进行专题分析。在第二阶段，使用溯因推理应用内容分析。基于理论的内容分析是使用人力资本理论的教学领导方面进行的。结果：通过教学领导力的视角探讨了所确定的专业发展特征，并将其分为四个维度：增加的知识、对先前实施的教学法质量的认识、发展技能以及为 ECE 教学法提供案例的能力。结论：该研究确定了进一步培训和教学领导专业发展之间的联系和关系。讨论了参与式行动研究方法对幼儿教育教师进一步培训的重要性和需求。