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ERIC Number: EJ1225269
Record Type: Journal
Publication Date: 2019-Sep
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1836-9391
Coaching for Continuous Improvement in Collaborative, Interdisciplinary Early Childhood Teams
Page, Jane; Eadie, Patricia
Australasian Journal of Early Childhood, v44 n3 p270-284 Sep 2019
There is growing evidence that coaching early childhood educators leads to higher quality teaching practices and improved child learning outcomes. Despite this, there is a lack of Australian evidence on the impact that coaching in collaborative, interdisciplinary teams in early childhood education and care settings has on teacher effectiveness and by extension child learning. This paper will draw on data from two collaborative interdisciplinary research projects -- the "Victorian Advancing Early Learning Study" and the "Every Toddler Talking Initiative" -- to explore the features of coaching, collaboration and interdisciplinary partnerships that support early childhood educators to engage in the process of continuous improvement. We argue that governance and leadership is critical in enabling interdisciplinary teams to engage in a collaborative process of continuous improvement and that threshold conditions are required within early childhood education and care services to foster interdisciplinary coaching collaborations in a sustained manner.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia