This article draws on the experiences of two educators to reimagine traditional framings of pedagogical leadership. In the field of early childhood education, pedagogical leadership carries conflicting conceptualizations and is often associated with an “expert” who will dictate indicators of quality, suggesting certainty and fixed ways of practicing. Educators are often reluctant to take on leadership roles that seem antithetical to their collaborative caring practices. In our work together in the Investigating Quality Project and in using pedagogical narration as a tool for generating critical dialogue, we explore alternative images of pedagogical leadership. Through sharing our stories, we offer a mode of thinking about pedagogical leadership that embraces relationality and uncertainty and invites a culture of dialogue.

中文翻译：

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一个不确定的故事：教学领导的替代概念化

本文借鉴了两位教育工作者的经验，重新构想了传统的教学领导框架。在幼儿教育领域，教学领导力带有相互矛盾的概念，通常与“专家”联系在一起，他将决定质量指标，建议确定性和固定的实践方式。教育工作者通常不愿意承担似乎与他们的协作关怀实践背道而驰的领导角色。在我们在调查质量项目中的合作以及使用教学叙述作为产生批判性对话的工具时，我们探索了教学领导的替代形象。通过分享我们的故事，我们提供了一种关于教学领导的思考模式，它包含关系性和不确定性，并邀请对话文化。