'Certified to Make a Difference': The Motivation and Perceptions of Newly Qualified Early Years Teachers in England

Autor/inn/en	Henshall, Amanda; Atkins, Louise; Bolan, Rebecca; Harrison, Jill; Munn, Heather
Titel	'Certified to Make a Difference': The Motivation and Perceptions of Newly Qualified Early Years Teachers in England
Quelle	In: Journal of Vocational Education and Training, 70 (2018) 3, S.417-434 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
DOI	10.1080/13636820.2018.1437063
Schlagwörter	Foreign Countries; Preschool Teachers; Teacher Motivation; Educational Change; Social Change; Teacher Qualifications; Graduates; Educational Policy; Teacher Attitudes; Preschool Education; Change Agents; Standards; Educational Quality; Child Care; Professional Identity; Teacher Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Bildungsreform; Sozialer Wandel; Lehrqualifikation; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Politics of education; Bildungspolitik; Lehrerverhalten; Standard; Quality of education; Bildungsqualität; Kinderfürsorge; Kinderbetreuung; Lehrerausbildung; Lehrerbildung
Abstract	The last 20 years have brought numerous workforce reforms to the early years sector, enacted in the name of professionalisation, including the recent introduction of a new postgraduate qualification, the Early Years Teacher Status. This article features data from interviews with 22 participants who had just completed this award and situates their views in the relevant policy context and alongside a discussion of what it means to professionalise the early years sector and create a graduate led workforce. The data support findings from similar studies of Early Years Professionals, namely that the interviewees are passionate about working with young children. They view the sector as in need of change, and themselves as potential leaders and agents of change. The participants endorse the view that up-skilling the workforce is essential to the professionalisation of the sector and improving the quality of early years education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01