Sara Cervantes
Biographic Data
| ID | 6739357 |
|---|---|
| NAME | Sara Cervantes |
| GIVEN NAMES | Sara |
| FAMILY NAME | Cervantes |
| SIGNATURE | CERVANTES S |
| AFFILIATIONS | Luleå University of Technology |
| ORCID | 0000-0002-6311-4959 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The development of preschool teachers’ leadership in relation to a clarified responsibility for teaching
Since 2010, educational reforms in Sweden have introduced teaching in preschool as a new concept and clarified preschool teachers’ responsibility for leading teaching, alongside principals’ responsibility for creating enabling conditions for it. Despite this policy clarification, how leadership is interpreted and enacted in everyday preschool practice remains a complex and evolving issue. The article analyses how preschool teachers’ leadership de…
‘We’ve Kind of Become More Professional’
In this study, two teaching teams’ implementations of a conceptual model to support inclusive education were investigated. Focus group discussions with the teaching teams were conducted and the theory of organizational and occupational professionalism was used in the analysis. The result shows that it is possible to expand a teaching team’s professional skills by developing a common professional language and accessing vocabulary that supports the…
Principals in Preschool Management and Leadership
Following the educational reforms of 2010 and the revision of the curriculum in 2018, Swedish preschool principals have a special responsibility for ensuring that preschool teachers have the necessary conditions to assume their responsibility for the teaching and to lead the work team. This indicates that integrating leadership with management is essential for a sustainable and successful preschool education. This study explores this assumption. …
Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents
Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality …
Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents
Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality …
Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents
Preschool teachers and caregivers have a close working relationship as part of a working team to benefit the children in Swedish preschools. In 2011, a new educational reform was introduced according to which preschools became a school form in their own right within the overall educational system in Sweden. The objective of the policy was to strengthen the profession of preschool teachers by affording them clearer responsibility over the quality …
Principals in Preschool Management and Leadership
Following the educational reforms of 2010 and the revision of the curriculum in 2018, Swedish preschool principals have a special responsibility for ensuring that preschool teachers have the necessary conditions to assume their responsibility for the teaching and to lead the work team. This indicates that integrating leadership with management is essential for a sustainable and successful preschool education. This study explores this assumption. …
‘We’ve Kind of Become More Professional’
In this study, two teaching teams’ implementations of a conceptual model to support inclusive education were investigated. Focus group discussions with the teaching teams were conducted and the theory of organizational and occupational professionalism was used in the analysis. The result shows that it is possible to expand a teaching team’s professional skills by developing a common professional language and accessing vocabulary that supports the…
The development of preschool teachers’ leadership in relation to a clarified responsibility for teaching
Since 2010, educational reforms in Sweden have introduced teaching in preschool as a new concept and clarified preschool teachers’ responsibility for leading teaching, alongside principals’ responsibility for creating enabling conditions for it. Despite this policy clarification, how leadership is interpreted and enacted in everyday preschool practice remains a complex and evolving issue. The article analyses how preschool teachers’ leadership de…
Teacher Education and Leadership Studies (4 works) · Collaborative Teaching and Inclusion (3 works) · Pedagogy (3 works) · Preschool education (3 works) · Psychology (3 works) · Early childhood education (2 works) · Early Childhood Education and Development (2 works) · Mathematics education (2 works) · Medical education (2 works) · Professional development (2 works)