Re-Thinking Discourse of Teacher Professionalism in Early Childhood Education: An Australian Perspective

Gibson, Megan; Cumming, Tamara; Zollo, Lynette

doi:10.1007/978-981-10-2207-4_12

Cited by 4 publications

(8 citation statements)

References 25 publications

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“…Some participants perceived a lack of focus on the early years with graduates from birth to 12 year degrees and a concern that these graduates were neither committed to, nor want to work in, early years services. This finding aligns with previous research of pre-service teachers' perspectives of why they chose the birth to 12 degree (Boyd & Newman, 2019;Gibson et al, 2017). Several participants expressed apprehension for the possible flow-on effects that this may have for the early childhood sector.…”

Section: Discussionsupporting

confidence: 87%

“…Scholars have flagged concerns for many years over whether programmes offer the requisite depth of knowledge and experiences relevant to the early years; whether academic staff teaching on such programmes have the necessary ECE expertise and experience; and whether tertiary institutions have the capacity to ensure these programmes reflect current research of the early childhood sector (Early & Winton, 2001;Rowley et al, 2011;Whitebook & Ryan, 2011). Moreover, the choice of career pathway that these diverse teacher education programmes provide is impacted by contextual factors that are steering many graduates into the school system (Boyd & Newman, 2019;Gibson et al, 2017). These factors concern lower status, lower pay and poorer working conditions and regulatory accountabilities than those experienced by teachers in schools.…”

Section: Early Childhood Ite Programmes In Australiamentioning

confidence: 99%

“…The context in which initial ECT education programmes are developed has become increasingly complex (Gibson et al, 2018), with external regulatory bodies that include ACECQA and the Australian Institute for Teaching and School Leadership (AITSL), the accrediting body for Primary school ITE courses. Requirements from the two national regulatory bodies do not necessarily align (Gibson et al, 2017), thus complicating teacher education programmes that straddle the early childhood and school contexts. Accreditation of ECEC services and higher education programmes can impact preparedness of ECT graduates.…”

Section: Early Childhood Ite Programmes In Australiamentioning

confidence: 99%

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Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services

Boyd

Wong

Fenech

et al. 2020

Australasian Journal of Early Childhood

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With an unprecedented number of children in early childhood education and care in Australia, demand for early childhood teachers is increasing. This demand is in the context of recognition of the importance of the early years and increasing requirements for more highly qualified early childhood teachers under the National Quality Framework. Increasingly, evidence shows the value-added difference of university-qualified teachers to child outcomes. Within Australia there are multiple ways to become an early childhood teacher. Three common approaches are a 4-year teaching degree to teach children aged birth to 5 years, children aged birth to 8 years, or children aged birth to 12 years. There is, however, no evidence of how effective these degree programmes are. This paper presents the perspectives of 19 employers of early childhood teachers in New South Wales regarding how well prepared early childhood teacher graduates are to work in the early childhood sector in Australia. Although participants noted the strengths of new graduate early childhood teachers, they also identified several areas in which they were less well prepared to teach in the early years.

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Section: Discussionsupporting

confidence: 87%

Section: Early Childhood Ite Programmes In Australiamentioning

confidence: 99%

Section: Early Childhood Ite Programmes In Australiamentioning

confidence: 99%

See 1 more Smart Citation

Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services

Boyd

Wong

Fenech

et al. 2020

Australasian Journal of Early Childhood

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“…These in turn privilege outcomes -e.g., behaviours, policies -that reinforce those ideas. This definition of discourse is broadly in line with how it is used by Foucault (1979) and by early childhood researchers, including Smith (2014) and Gibson, Cumming, and Zollo (2016).…”

Section: Background: Educationalisation Of Early Childhood In Aotearomentioning

confidence: 59%

‘You can’t totally avoid accidents. So how hard should you try?’

Stover

2018

nzaroe

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The question of ‘how hard should you try?’ to control accidents introduces a quixotic question which is grappled with daily by early childhood teachers. In the context of contemporary early childhood settings in Aotearoa New Zealand, young children are expected to be kept ‘safe’ and yet also to take risks through active play. When considered historically, ‘safety’ becomes evident as a socially constructed concept that holds paradoxes and ethical dilemmas. Both ‘play’ and ‘safety’ are difficult to closely define and their meanings shift with context. Drawing on oral history interviews with historic leaders of the early childhood sector in Aotearoa New Zealand, this paper explores how, with the presence of very young children increasingly in institutional settings, ideas about ‘safety’ have shifted. This is evident in how those settings are regulated, and in what is understood as ‘normal’ activities for children, and for adults – parents and teachers. Three overlapping discourses of ‘safety’ are suggested which reflect the sociocultural context, the professional status of early childhood teachers, and existential concerns.

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“…The preschool teacher's perception of professional self is a many-sided concept that is culturally individualist and collectivist, influenced by the organization, the community as well as the individual. In the past decade, preschool education received unprecedented scrutiny at both local and international levels from which emerged competing and contradictory discourses of professionalism (Chong & Lu , 2019;Gibson, Cumming & Zollo, 2017). These discourses are also shaped by dominant political and economic directions.…”

Section: Introductionmentioning

confidence: 99%

“I’m a Teacher.” –Preschool Teachers’ Perception of Professional Self

Chong

Lu²

2021

IJE

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Preschool education requires articulate, reflective and highly qualified teachers. However, within the teaching field, it is claimed that preschool teachers have the lowest perception of their own professional status. Determining the preschool teachers’ professional standing is problematic and begins with preschool teachers’ sense of professionals self. Using a mixed methods research methodology, the study garnered quantitative as well as personal insights into preschool teachers’ perception of professional self. The findings showed that the preschool teachers have an emerging perception of professionalism. The study also highlighted the importance in providing opportunities as well as space for teamwork within supportive professional communities. To further enhance professional learning, the study findings also highlighted the role of supportive mentors. Teacher education and professional development programs, together with statutory and professional institutions have to take the lead to improve the profession. Importantly, the preschool community must continue to develop leaders in a landscape that is evolving quickly.

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Re-Thinking Discourse of Teacher Professionalism in Early Childhood Education: An Australian Perspective

Cited by 4 publications

References 25 publications

Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services

Employers’ perspectives of how well prepared early childhood teacher graduates are to work in early childhood education and care services

‘You can’t totally avoid accidents. So how hard should you try?’

“I’m a Teacher.” –Preschool Teachers’ Perception of Professional Self

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