'We're Just Touching the Surface': Australian University Lecturers' Experiences of Teaching Theories of Child Development in Early Childhood Teacher Education Programs

Autor/inn/en	Ellis, Emma; Reupert, Andrea; Hammer, Marie
Titel	'We're Just Touching the Surface': Australian University Lecturers' Experiences of Teaching Theories of Child Development in Early Childhood Teacher Education Programs
Quelle	In: Cambridge Journal of Education, 52 (2022) 6, S.715-733 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ellis, Emma) ORCID (Reupert, Andrea) ORCID (Hammer, Marie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2047892
Schlagwörter	Preservice Teacher Education; Child Development; Theory Practice Relationship; Early Childhood Education; Foreign Countries; Course Content; Educational Theories; Curriculum Development; Program Design; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Kindesentwicklung; Theorie-Praxis-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Kursprogramm; Educational theory; Theory of education; Bildungstheorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Programme design; Programmaufbau; Programmplanung; Australien
Abstract	Three Australian Government reports released between 2011 and 2017 highlight a child development theory-practice gap in Australian early childhood initial teacher education. This qualitative study explores what informs university lecturers' teaching of child development theory in tertiary programmes. Grounded in Interpretative Phenomenological Analysis, four themes are discussed from a Freirean inspired perspective. According to those interviewed, institutional culture and the practice focus of regulatory bodies strongly informs the teaching of child development with systemic practices often experienced as oppressive. The minimisation of early childhood content in combined early childhood/primary degrees also informed practice, but fostered a sense of marginalisation for many. Liberation was also evident as participants indicated that, despite many challenges, professional values, including commitment, tenacity and respect, informed their teaching practice. Implications for Australian universities and regulatory bodies are discussed with findings serving as a case example with international applicability to tertiary education policy and practice review. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01