Literaturnachweis - Detailanzeige
| Autor/inn/en | Fenech, Marianne; Wong, Sandie; Boyd, Wendy; Gibson, Megan; Watt, Helen; Richardson, Paul |
|---|---|
| Titel | Attracting, Retaining and Sustaining Early Childhood Teachers: An Ecological Conceptualisation of Workforce Issues and Future Research Directions |
| Quelle | In: Australian Educational Researcher, 49 (2022) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Fenech, Marianne) ORCID (Wong, Sandie) ORCID (Boyd, Wendy) ORCID (Gibson, Megan) ORCID (Watt, Helen) ORCID (Richardson, Paul) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0311-6999 |
| DOI | 10.1007/s13384-020-00424-6 |
| Schlagwörter | Foreign Countries; Early Childhood Teachers; Teacher Recruitment; Teacher Persistence; Well Being; Australia |
| Abstract | A well-qualified, well-paid, stable workforce with high psychological and emotional wellbeing is critical to the provision of quality early childhood education and care, yet workforce shortages and high turnover persist in Australia and internationally. This paper uses ecological theory to conceptualise and make sense of findings from research that has investigated the recruitment, retention and wellbeing of early childhood teachers in Australia. The theoretical framing of early childhood teacher workforce issues proffered in the paper highlights the utility of considering these issues from a holistic ecological perspective. Analysis of Australian early childhood workforce studies draws attention to the need for large-scale, longitudinal research that holistically investigates influences on the attracting, retaining and sustaining of early childhood teachers, and the impact of these influences on teacher quality. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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