Preschool leaders’ role in facilitating reflective dialogue on internal evaluation

Abstract

This paper presents a development project conducted at Ugluklettur Preschool during the 2022–2023 school year, focusing on fostering democratic working methods in internal evaluation. The project was a collaboration between preschool administrators and university educators, creating a framework and space for staff to document, discuss, and reflect on their professional practices. The study is grounded in action research and the use of pedagogical documentation as a tool for internal evaluation. To explore how preschool staff developed their professional reflection and self-evaluation capacity, the study adopted a framework based on first-, second-, and third-person action research. First-person research focuses on self-reflection, where administrators and staff critically examine their own practices and professional development. Second-person research involves dialogue and collaboration among staff through structured discussions and documentation, fostering peer learning and shared knowledge creation. Third-person research aims to institutionalise new practices by creating a structured framework that supports continuous professional development and school improvement. This approach helped to strengthen democratic participation among staff and deepen their understanding of quality in preschool education. The study highlights the importance of democratic internal evaluation, where all participants—staff, children, and parents—are actively engaged in shaping the preschool learning environment. Internal evaluation in Icelandic preschools is intended to be an ongoing process that enhances professional competencies, fosters reflection, and increases awareness of staff members’ responsibility for school quality. The project at Ugluklettur Preschool sought to strengthen internal evaluation as a collaborative and reflective process, rather than merely fulfilling a bureaucratic requirement. By engaging in systematic documentation, reflection, and professional discussions, staff members developed a deeper awareness of their role in shaping the educational experience of children. The findings emphasise that when internal evaluation is conducted through democratic working methods, it becomes an effective tool for fostering professional autonomy, strengthening staff confidence, and ensuring continuous quality improvement. Preschool leaders played a key role in supporting and guiding staff through the internal evaluation process. Their leadership was essential in creating an environment that encouraged documentation, reflection, and open dialogue. The study underscores that democratic school leadership is fundamental to empowering staff and promoting a culture of shared responsibility and continuous learning. By integrating pedagogical documentation into everyday practices, administrators provided staff with the tools needed to critically analyse their work and engage in meaningful professional discussions. Additionally, collaboration with university educators played a significant role in reinforcing the theoretical and methodological foundations of internal evaluation. By linking research and practice, the project ensured that new working methods were grounded in evidence-based approaches. This partnership facilitated professional development and helped staff articulate their experiences in ways that contributed to the broader discourse on preschool education. Throughout the project, staff members were encouraged to document and analyse daily educational interactions and experiences. Monthly reflective meetings, structured discussions, and the use of a Padlet platform for documentation were key strategies that supported the internal evaluation process. Staff shared their observations, engaged in peer discussions, and critically examined their teaching practices. A crucial insight from the study is that internal evaluation should not be a rigid, top-down process but rather a dynamic, participatory approach that evolves in response to the needs of children, staff, and the broader school community. By fostering a culture of continuous inquiry and shared responsibility, preschool administrators and educators can create a learning environment where professional growth and quality improvement become an integral part of daily practice. This study contributes to the understanding of how democratic internal evaluation can enhance professional development in preschools. The research highlights that internal evaluation is most effective when it is participatory, reflective, and embedded in everyday professional practice. Preschool staff benefit from structured opportunities for reflection, discussion, and documentation to enhance their professional autonomy and confidence. Leadership is vital in creating a supportive framework that encourages open dialogue, shared learning, and continuous development. Collaboration between practitioners and university educators can strengthen the link between research and practice, ensuring that professional development initiatives are grounded in theoretical and empirical insights.

By integrating first-, second-, and third-person action research, the project at Ugluklettur Preschool successfully created a model for democratic internal evaluation that can be adapted to other educational contexts. The findings suggest that when staff are given the space and support to document, discuss, and reflect on their work, they develop a stronger sense of professional identity and agency. Ultimately, the study demonstrates that internal evaluation, when implemented through a democratic and participatory approach, becomes more than just a tool for accountability—it becomes a transformative process that enhances educational quality and professional engagement in preschools.