Literaturnachweis - Detailanzeige
| Autor/inn/en | Togher, Melissa; Fenech, Marianne |
|---|---|
| Titel | Ongoing Quality Improvement in the Context of the National Quality Framework: Exploring the Perspectives of Educators in 'Working Towards' Services |
| Quelle | In: Australasian Journal of Early Childhood, 45 (2020) 3, S.241-253 (13 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1836-9391 |
| DOI | 10.1177/1836939120936003 |
| Schlagwörter | Educational Quality; Preschool Education; Child Care; Educational Improvement; Teacher Attitudes; Teaching Experience; Standards; Barriers; Child Care Centers; Constructivism (Learning); Preschool Teachers; Foreign Countries; Quality Assurance; Faculty Development; Pedagogical Content Knowledge; Administrator Attitudes; Educational Policy; Australia Quality of education; Bildungsqualität; Pre-school education; Vorschulerziehung; Kinderfürsorge; Kinderbetreuung; Teaching improvement; Unterrichtsentwicklung; Lehrerverhalten; Standard; Child care facilities; Child care services; Kinderzentrum; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Ausland; Qualitätssicherung; Pädagogische Kompetenz; Politics of education; Bildungspolitik; Australien |
| Abstract | Early childhood services in Australia that receive a 'Working Towards' quality rating are expected to engage in continuous quality improvement. This qualitative study investigated this expectation by exploring the experiences of educators in Working Towards services. The study implemented a social constructivist research design and involved interviews with educators from three Working Towards rated services. Data analysis sought to establish participants' understanding of the National Quality Standard and their own provision of quality, and what factors within their service facilitated and limited this provision. Findings highlight educators' varying understandings and interpretations of the National Quality Standard, and perceived barriers to quality improvement from both within and without their centres. The study contributes to the limited literature surrounding the experiences of educators in Working Towards services and poses implications for future policy and research. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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