Literaturnachweis - Detailanzeige
| Autor/inn/en | Page, Jane; Eadie, Patricia |
|---|---|
| Titel | Coaching for Continuous Improvement in Collaborative, Interdisciplinary Early Childhood Teams |
| Quelle | In: Australasian Journal of Early Childhood, 44 (2019) 3, S.270-284 (15 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1836-9391 |
| DOI | 10.1177/1836939119855542 |
| Schlagwörter | Coaching (Performance); Interdisciplinary Approach; Early Childhood Teachers; Teacher Improvement; Teacher Effectiveness; Foreign Countries; Expertise; Young Children; Evidence Based Practice; Speech Language Pathology; Professional Identity; Toddlers; Child Caregivers; Australia Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Expert appraisal; Infant; Infants; Toddler; Kleinkind; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Australien |
| Abstract | 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. (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 | 2020/1/01 |
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