Preparing the Australian Early Childhood Workforce for Rural and Remote Settings: A Review of the Literature

Green, Nicole C.; Nolan, Andrea

doi:10.14221/ajte.2011v36n12.3

Cited by 5 publications

(3 citation statements)

References 13 publications

(9 reference statements)

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“…Although OEP is often discussed in relation to formal educational practices, this study illustrates the role it can play in expanding education beyond formal teacher-student relationships. The focus group interviews structured an opportunity for educators, who typically are at the receiving end of education and training (Green and Nolan, 2011), to be authentically involved and share experiences and perspectives about multicultural early childhood education and reconciliation. Our findings show that while early years educators were keen to learn more about equity pedagogy to address shortfalls in their professional knowledge and enhance their pedagogy, there were two main impediments.…”

Section: Discussionmentioning

confidence: 99%

Supporting educators’ professional learning for equity pedagogy: the promise of open educational practices

Tualaulelei

Green²

2022

JME

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Purpose In the research literature relevant to open educational practices (OEP), the terms “students” or “learners” often refer to individuals engaging in formal study. This study aims to broaden the conception of learners to include those who engage with continuing professional development or professional learning. The study focussed on one intersection of OEP with equity pedagogy for these learners. Design/methodology/approach Guided by transformative approaches to knowledge, the research is qualitative and draws upon nine focus group interviews about multicultural education professional learning needs conducted in November 2019 and July 2020 with 74 early years educators and staff. Data were analysed with theoretical thematic analysis to provide a rich overall description of the data set. Findings Early years educators and teachers aim to centre equity pedagogy in their practices but are constrained by a lack of opportunity to engage in professional development, and fragmented approaches to professional learning, issues which may potentially be addressed through OEP. Originality/value This paper extends understandings of OEP as a means of helping learners, broadly interpreted, to promote equity pedagogy. Specifically, it highlights the promise of OEP for addressing early years educators’ professional development and learning about reconciliation and multicultural education.

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Section: Discussionmentioning

confidence: 99%

Supporting educators’ professional learning for equity pedagogy: the promise of open educational practices

Tualaulelei

Green²

2022

JME

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“…Green and Nolan [37] advocated the move away from a deficit model and negative perceptions of rural and remote Australia, to approaches focused on perceptions of places and how space is utilized by certain groups. Contemporary views of rural teaching "offer us the opportunity to consider space and place as culturally complex and multiply constructed within which behaviors are enacted by social groups".…”

Section: Analysing the Datamentioning

confidence: 99%

Educator Perceptions of Early Learning Environments as Places for Privileging Social Justice in Rural and Remote Communities

2022

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Early childhood education and care (ECEC) in Australia has long been associated with the concept of social justice, however, a clear understanding of what it looks like across diverse services and communities is not available. This article reports the process of inquiry, as well as the outcomes, of a small-scale study designed to uncover the perceptions of ECEC educators working in rural and remote communities in the state of Queensland. Data were collected through individual semi-structured interviews with five educators from rural and remote settings identified as areas experiencing significant growth in population diversity. An initial thematic analysis of the data revealed three key themes. A secondary analysis using a place and space conceptual framework uncovered deeper, more sophisticated meanings of the educator experience of social justice. The research is important in bringing pedagogical conversations to the forefront regarding ECEC educator perceptions of their role in creating a socially just learning environment. In addition to identifying future research possibilities, implications from the findings indicate opportunities for re-examining and rethinking initial teacher education and ongoing professional learning.

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“…For example, the National Quality Framework which formulated by the Council of Australia Government (referred to COAG) is an important guide. The national quality framework provisions that before 2013, the staff who all directly involved in the education and care of young children need to obtain a minimum of Children's services Certificate III; and all early childhood education and care programs need to have a teacher with a degree [5].…”

Section: Early Childhood Education and Care Workforce Training Policymentioning

confidence: 99%

Brief Introduction on Australia Early Childhood Teaching Manpower Training Policy and Its Implications for China

Wang¹

2016

Proceedings of the 2nd Annual International Conference on Social Science and Contemporary Humanity Development

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Recently, there are many reforms on workforce training in early childhood care and education in Australia, in addition to proposed Early Years Workforce Strategy, Australian also proposes other specific policies such as funding education, the expansion of Additional early childhood education university places, Innovative Early Childhood Workforce Projects. We can learn from the Australian experience to complete kindergarten teachers' professional qualification certification system, and innovative funding models of preschool teacher training. We know that early education and care programs are important preparation for young children, and that well-trained, qualified teachers and providers are necessary for programs to promote children's development [1].Recently, there are many reforms on workforce training in early childhood care and education in Australia, especially in the 1980s, Australia began integrated the service system of early childhood education and care. The Australian government invested about more than 160 million Australian dollars in early childhood education and care in recent years [2]. This study was to investigate the current workforce training on early childhood education and care in Australia, looking forward to learn some useful experience from workforce training on early childhood education and care in Australia.

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Preparing the Australian Early Childhood Workforce for Rural and Remote Settings: A Review of the Literature

Cited by 5 publications

References 13 publications

Supporting educators’ professional learning for equity pedagogy: the promise of open educational practices

Supporting educators’ professional learning for equity pedagogy: the promise of open educational practices

Educator Perceptions of Early Learning Environments as Places for Privileging Social Justice in Rural and Remote Communities

Brief Introduction on Australia Early Childhood Teaching Manpower Training Policy and Its Implications for China

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