ERIC Number: EJ1222898
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1474-8479
EISSN: N/A
Supporting Teacher Professionalism through Tailored Professional Learning
Nolan, Andrea; Molla, Tebeje
London Review of Education, v17 n2 p126-140 2019
The issue of continuing professional learning for educators in the early childhood education and care sector is in the spotlight in Australia due to the government's reform agenda, which seeks to professionalize the workforce. In an effort to ensure quality programmes are on offer for all children, educators are expected to upskill. The assumption is that quality learning opportunities for children are aligned with a more skilled and capable workforce. This is problematic due to the diversity of the early childhood education and care workforce and its ability to convert professionalization opportunities into achievements. The focus of this article is a study that problematized the alignment of professional attributes valued in the policy space and in the field of practice to understand educator agency, a key element of professional capability. Once this alignment is known, professional learning experiences can be tailored to better support the professionalization of these educators.
Descriptors: Professionalism, Faculty Development, Preschool Teachers, Early Childhood Education, Educational Change, Educational Quality, Child Care, Child Caregivers, Educational Policy, Learning Experience, Foreign Countries, Standards, Educational Philosophy, Teacher Attitudes, Teacher Qualifications, Reflective Teaching, Peer Relationship, Integrity, Teacher Student Relationship, Educational Practices, Family Work Relationship
UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London, WC1H 0AL, UK. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/journals/london-review-of-education/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A