ABSTRACT

The goal of the study was to examine the factors that drove early childhood teachers to accept a leadership role in professional learning communities (PLCs), their perceptions of the role’s characteristics and the implications of taking on an additional role beyond the teaching of kindergarten-age children. This qualitative study included 30 Israeli early-childhood teachers who were actively leading a PLC. Analysis of the data revealed that their PLC-related objectives were driven by internal and external motivations. The findings also indicate their sense of having to manage a dual role: the traditional role of early childhood educators and that of PLC leaders.

摘要

该研究的目的是研究促使幼儿教师在专业学习社区 (PLC) 中担任领导角色的因素、他们对该角色特征的看法以及在幼儿园年龄教学之外承担额外角色的影响孩子们。这项定性研究包括 30 名积极领导 PLC 的以色列幼儿教师。数据分析表明，他们与 PLC 相关的目标是由内部和外部动机驱动的。调查结果还表明他们必须承担双重角色：幼儿教育工作者的传统角色和 PLC 领导者的角色。