Problematising Early Childhood Teacher Registration as a Mechanism to Improve Quality Early Childhood Education and Care

Autor/inn/en	Fenech, Marianne; King, Samantha
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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