Collaborative Professional Identities and Continuity of Practice: A Narrative Inquiry of Preschool and Primary Teachers

Autor/inn/en	Sisson, Jamie Huff; Giovacco-Johnson, Tricia; Harris, Pauline; Stribling, Jodie; Webb-Williams, Jane
Titel	Collaborative Professional Identities and Continuity of Practice: A Narrative Inquiry of Preschool and Primary Teachers
Quelle	In: Early Years: An International Journal of Research and Development, 40 (2020) 3, S.319-334 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sisson, Jamie Huff) ORCID (Harris, Pauline) ORCID (Webb-Williams, Jane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2018.1423617
Schlagwörter	Teacher Collaboration; Professional Identity; Preschool Teachers; Elementary School Teachers; Educational Practices; Teacher Attitudes; Public School Teachers; Barriers; Guidelines; Foreign Countries; School Readiness; Australia + Suchen Sie Ihr Suchwort? Lehrerkooperation; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Lehrerverhalten; Richtlinien; Ausland; Readiness for school; School ability; Schulreife; Australien
Abstract	This paper focuses on collaboration between Australian preschool and primary school teachers co-located on same sites, with a view to understanding and strengthening collaboration for supporting continuity of practice across preschool and primary school settings. Based on findings from a narrative inquiry study framed by Freire's notion of dialogic encounters, we examine teachers' challenges to collaboration within an Australian public education system, understood through their perspectives and enactment of their professional identities as collaborators in this physically shared space. We present a possible framework for creating a shared space in which preschool and primary teachers collaborate to support continuity of learning for children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01