The Quality Agenda: Governance and Regulation of Preschool Teachers' Work

Autor/inn/en	Grant, Sandra; Comber, Barbara; Danby, Susan; Theobald, Maryanne; Thorpe, Karen
Titel	The Quality Agenda: Governance and Regulation of Preschool Teachers' Work
Quelle	In: Cambridge Journal of Education, 48 (2018) 4, S.515-532 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Theobald, Maryanne) ORCID (Thorpe, Karen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2017.1364699
Schlagwörter	Foreign Countries; Preschool Teachers; Governance; Educational Quality; Quality Assurance; National Standards; Ethnography; Educational Legislation; Educational Improvement; Semi Structured Interviews; Improvement Programs; Teacher Effectiveness; Preschool Education; Australia + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Quality of education; Bildungsqualität; Qualitätssicherung; Ethnografie; Bildungsrecht; Schulgesetz; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Australien
Abstract	The increased regulation of teachers' work is a global phenomenon across education sectors. In Australia the governance of Early Childhood Education and Care (ECEC) embeds international priorities for quality improvement in educational programmes. The implementation of a National Quality Framework (NQF) for the assessment of ECEC services has mobilised the production of a suite of regulatory texts. The regulation of teachers' work is legitimised through the discourse of quality embedded in policy guidelines. Drawing on interview data from preschool teachers, this paper employs institutional ethnography (IE) to investigate teachers' accounts of producing a Quality Improvement Plan. As teachers operationalise the expectations of quality assurance in the NQF, their work is oriented to gathering evidence of an approved quality of practice. The findings indicate a shift in professional focus to increased documentation of 'quality of practice', goal setting and evidence of the collaborative construction of Quality Improvement Plans. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01