Cross-Sector Early Years Teacher Collaboration: Using Professional Learning Workshops as Boundary Objects for Professional Boundary Crossing

Autor/inn/en	Garner, Rosemarie; Nicholas, Maria; Rouse, Elizabeth
Titel	Cross-Sector Early Years Teacher Collaboration: Using Professional Learning Workshops as Boundary Objects for Professional Boundary Crossing
Quelle	In: European Early Childhood Education Research Journal, 29 (2021) 5, S.764-779 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garner, Rosemarie) ORCID (Nicholas, Maria) ORCID (Rouse, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2021.1968462
Schlagwörter	Preschool Teachers; Teacher Collaboration; Faculty Development; Teacher Workshops; Foreign Countries; Articulation (Education); Teaching Methods; Elementary School Teachers; School Readiness; Teacher Attitudes; Constructivism (Learning); Australia + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerkooperation; Ausland; Articulation; Artikulation (Ling); Artikulation; Aussprache; Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Readiness for school; School ability; Schulreife; Lehrerverhalten; Australien
Abstract	In Victoria, Australia, the transition from preschool to compulsory school education is impacted by systemic disconnections in organisation, pedagogical thinking and curricula. These disconnections can create discontinuities in children's experiences, and continuity of learning. At a policy level, attempts have been made to build cooperative relationships and shared understandings between teachers in both contexts with a focus on transition-to-school. This paper describes the extent to which participation in a cross-sector professional learning workshop, around the transition-to-school process as a boundary object, supported educators to develop shared understandings and an appreciation of one's own and others' professional values and actions. Using the lens of boundary crossing, the study found that participating in collaborative professional learning workshops provided educators with opportunities to engage at the intersection of their collective professional and pedagogical boundaries and enhanced professional connections. Policy implications for future cross-sector professional development are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01