Literaturnachweis - Detailanzeige
Autor/inn/en | Fenech, Marianne; King, Samantha |
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Titel | Problematising Early Childhood Teacher Registration as a Mechanism to Improve Quality Early Childhood Education and Care |
Quelle | In: Contemporary Issues in Early Childhood, 23 (2022) 1, S.68-79 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Fenech, Marianne) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1463-9491 |
DOI | 10.1177/1463949119896023 |
Schlagwörter | Early Childhood Education; Child Care; Professionalism; Preschool Teachers; Teacher Attitudes; Foreign Countries; Teacher Effectiveness; Outcomes of Education; Accountability; Job Satisfaction; Teacher Qualifications; National Standards; Educational Policy; Discourse Analysis; Teaching Experience; Australia Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Professionalität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Ausland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernleistung; Schulerfolg; Verantwortung; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrqualifikation; Politics of education; Bildungspolitik; Diskursanalyse; Australien |
Abstract | Regulatory drivers of teacher quality and teacher professionalism are increasingly being utilised in Australia and internationally to improve children's outcomes. In the context of a recent national review on teacher registration, this article reports on findings from a small-scale study that investigated three early childhood teachers' perceptions of teacher registration in New South Wales, Australia. The participants rejected discursive truths about the need for and benefits of teacher registration, associating this relatively new mechanism of teacher accountability as a threat to teachers' professional practice and job satisfaction, and to centres' provision of quality early childhood education. The findings problematise a discourse of teacher professionalism made enticing by a vow to bring early childhood teachers in from the margins of the educator sector. (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 |