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Autor/inn/enKilgallon, Pam; Maloney, Carmel; Lock, Graeme
TitelEarly Childhood Teachers Coping with Educational Change
QuelleIn: Australian Journal of Early Childhood, 33 (2008) 1, S.23-29 (7 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0312-5033
SchlagwörterFocus Groups; Access to Information; Young Children; Educational Change; Teacher Attitudes; Professional Development; Qualitative Research; Interviews; Teacher Surveys; Preschool Teachers; Elementary School Teachers; Early Childhood Education; Teacher Persistence
AbstractThis paper describes a study of early childhood teachers' (educators of children aged four - eight years in school settings) perceptions of key factors which impact on their ability to cope with the implementation of mandated educational change in the workplace. Using qualitative methodology including surveys, focus groups and in-depth interviews, this study revealed that early childhood teachers' attitudes and approaches to change impacted on their active engagement and continuance in their profession, as did the support they received from work colleagues and line managers. In addition, access to information and professional development sessions, as well as involvement in and ownership of the change process, further contributed to how they coped during implementation of educational change. (Contains 1 table.) (As Provided).
AnmerkungenEarly Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail: publishing@earlychildhood.org.au; Web site: http://www.earlychildhoodaustralia.org.au
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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