ABSTRACT
This chapter explores pedagogical leadership, a term which has been the subject of many published definitions, models, interpretations and examples from practice. The authors argue that pedagogical leadership contributes directly as a means of exploring what is best for a child’s learning and development and there is evidence that pedagogical practice is heightened when there is collaboration between educators to foster agreed educational aims. They suggest such practice is influenced by a variety of driving forces. Some are political, some are driven by the need to meet regulatory and curriculum requirements, and some are located in the way those who educate share experience and communicate effectively with each other. The chapter seeks to expose some of these issues and asks questions. These are intended to provoke and encourage debate and further study.
