W(H)Ither the Early Childhood Teacher: Tensions for Early Childhood Professional Identity between the Policy Landscape and the Politics of Teacher Regulation

Abstract

Over the last decade teachers, teachers' work and teacher education across all domains of education have been subject to increasing surveillance and regulation. Recent developments in the Australian regulatory context are signalling the emergence of a strengthening bifurcation between prior-to-school and schooling contexts that is forcing a narrowing construction of 'teaching' as work that is only undertaken in schooling contexts. This trend seems likely to have serious implications for the professional identity, status and professional preparation of early childhood teachers and the potential to reposition early childhood contexts as marginalised and non-pedagogical spaces. This article traces some recent developments in teacher regulation and locates an analysis of possible implications for the field of early childhood against a backdrop of emerging trends in the early childhood policy landscape. The emerging tensions invite questions about the potential gains and losses should the current trends become entrenched. The article concludes with a consideration of naming and framing as elements of possible action.

Contexts for teacher practice: (Re)Considering the role of context in interventions in early childhood teacher engagement with new approaches to shared book reading

“…They brought their own ideas and approaches into their teaching, and integrated the themes throughout their daily practice. These choices reflected the teachers' rich professional knowledge of their students and what they felt their students needed, sometimes despite accountability constraints (Woodrow, 2007).…”

Where to From Here? Career Choices of Pre-service Teachers Undertaking a Dual Early Childhood / Primary Qualification

“…So while there is 'widespread support for the potentially beneficial consequences of heightened professionalism for practitioners, and the children and families that they serve' (Osgood, 2004, p.5), a greater understanding about the ways in which early childhood professionals perceive their roles and identities is fundamental for strengthening both respect for professional ECEC workers, and flexible capacities to do the work (Osgood, 2004;. As Woodrow (2007) cautions, the most recent developments in the Australian regulatory context, with the emergence of increasing surveillance and regulation, have the potential to impact on the professional identity, status and preparation of the ECEC workforce. Added to this is the professionalisation of the ECEC workforce as highlighted within the recent government initiatives as an essential component for quality in the sector (pwc, 2011).…”

‘The Centre is My Business’: Neo-Liberal Politics, Privatisation and Discourses of Professionalism in New Zealand

“…A small-scale centre may generate a salary-like income for its owner who, more often than not, is also working as a teacher and centre manager. The current warnings over the increasing privatisation of the sector reflect concerns over the corporatisation of early childhood education and a shift towards education as business for profit (New Zealand Educational Institute-Te Riu Roa, 2007;Woodrow, 2007).…”