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Autor/inn/enRobertson, Natalie; Bussey, Katherine Anne; Morrissey, Anne-Marie
Titel"If We Can't Advocate for Ourselves, Nobody Else Will": Teacher Agency during Early Childhood Reform
QuelleIn: Australasian Journal of Early Childhood, 48 (2023) 4, S.281-293 (13 Seiten)
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ZusatzinformationORCID (Robertson, Natalie)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1836-9391
DOI10.1177/18369391231208731
SchlagwörterForeign Countries; Advocacy; Professional Autonomy; Early Childhood Education; Educational Change; Kindergarten; Preschool Teachers; Australia
AbstractThe Victorian Government has engaged in multiple reforms in early childhood education and care, marketed to support quality education and increase investment in social reform. Initiatives accompanying reforms, aiming to assist teacher knowledge and skills. However, with each new initiative more pressures are placed on early childhood professionals. Throughout 2021 and 2022, a group of early childhood teachers employed in kindergartens across Melbourne participated in focus groups and interviews, sharing experiences of working with these initiatives and providing recommendations for their roll out. The Capability Approach has been used to analyse their experiences and recommendations to identify how teacher's agency was enabled and constrained. We identified three key recommendations for Governments to consider during current and future early childhood reforms to support an agentic profession. Specifically, focused support for teachers, an urgent need for increased consultation with the EC community and new opportunities for career progression were identified. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2024/1/01
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