ERIC Number: EJ1060698
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 37
The Decision-Making Processes of Early Childhood Teachers When Working with Children Experiencing Parental Separation and Divorce
Mahony, L.; Lunn, J.; Petriwskyj, A.; Walsh, K.
Early Child Development and Care, v185 n7 p1088-1108 2015
In this study, the pedagogical decision-making processes of 21 Australian early childhood teachers working with children experiencing parental separation and divorce were examined. Transcripts from interviews and a focus group with teachers were analysed using grounded theory methodology. The findings showed that as teachers interacted with young children experiencing parental separation and divorce, they reported using strategic, reflexive pedagogical decision-making processes. These processes comprised five stages: (1) teachers constructing their knowledge, (2) teachers thinking about their knowledge, (3) teachers using decision-making schemas, (4) teachers taking action, and (5) teachers monitoring action and evaluating. This understanding of teachers' reflexive pedagogical decision-making is useful for identifying how teachers and educational leaders can support children experiencing parental separation and divorce or other life challenges.
Descriptors: Decision Making, Preschool Teachers, Divorce, Schemata (Cognition), Teaching Methods, Teacher Student Relationship, Preschool Children, Foreign Countries, Interviews, Focus Groups, Grounded Theory
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Australia