Re-Thinking Discourse of Teacher Professionalism in Early Childhood Education: An Australian Perspective

This article examines the learning trajectory of the emerging professionalism of Finnish early childhood education and care student teachers, focusing in particular on their professionalism in early childhood education and care world-view education in the context of cultural and world-view superdiversity. Of specific interest here is what students postulate as meaningful in their professional learning processes and why, and what kinds of directions this value-learning process has taken. The data was generated over a year-long learning process in a group with seven early childhood education and care students and six in-service early childhood education and care teachers through survey responses, reflective learning diaries and retrospective in-depth interviews with the students. Using the Kuusisto and Gearon (2017a) value-learning-trajectory model as an analytical tool, the findings are presented through an in-depth case study depicting one student’s learning throughout the process and across the data sets. To conclude, the conceptual working model is developed further to depict the development of emergent early childhood education and care teacher professionalism with a particular focus on world-view education and early childhood education and care superdiversity.

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“When there is a book to stick to”: teacher professionalism and manual-based programmes in two Swedish early childhood education settings

Education Inquiry ◽

10.1080/20004508.2020.1725373 ◽

2020 ◽

Vol 12 (1) ◽

pp. 17-34

Author(s):

Åsa Bartholdsson

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Teacher Professionalism ◽

Childhood Education

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Supporting teacher professionalism through tailored professional learning

London Review of Education ◽

10.18546/lre.17.2.03 ◽

2019 ◽

Cited By ~ 2

Author(s):

Andrea Nolan ◽

Tebeje Molla

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Professional Learning ◽

Learning Opportunities ◽

Teacher Professionalism ◽

Reform Agenda ◽

Childhood Education ◽

Education And Care ◽

Quality Learning ◽

Continuing Professional Learning

The issue of continuing professional learning for educators in the early childhood education and care sector is in the spotlight in Australia due to the government's reform agenda, which seeks to professionalize the workforce. In an effort to ensure quality programmes are on offer for all children, educators are expected to upskill. The assumption is that quality learning opportunities for children are aligned with a more skilled and capable workforce. This is problematic due to the diversity of the early childhood education and care workforce and its ability to convert professionalization opportunities into achievements. The focus of this article is a study that problematized the alignment of professional attributes valued in the policy space and in the field of practice to understand educator agency, a key element of professional capability. Once this alignment is known, professional learning experiences can be tailored to better support the professionalization of these educators.

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Problematising early childhood teacher registration as a mechanism to improve quality early childhood education and care

Contemporary Issues in Early Childhood ◽

10.1177/1463949119896023 ◽

2020 ◽

pp. 146394911989602

Author(s):

Marianne Fenech ◽

Samantha King

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Early Childhood Teachers ◽

Early Childhood Teacher ◽

Teacher Professionalism ◽

Small Scale ◽

Teachers Perceptions ◽

Childhood Education ◽

National Review ◽

Education And Care

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.

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STUDI ANALISIS LATAR BELAKANG PENDIDIKAN, SERTIFIKASI GURU DAN USIA GURU PAUD DI KOTA BANDAR LAMPUNG BERDASARKAN HASIL NILAI UJI KOMPETENSI GURU (UKG)

Jurnal Caksana : Pendidikan Anak Usia Dini ◽

10.31326/jcpaud.v1i02.180 ◽

2018 ◽

Vol 1 (02) ◽

Author(s):

Qomario Qomario ◽

Siti Kurniasih ◽

Hetty Anggraini

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Comparative Studies ◽

Educational Background ◽

Teacher Professionalism ◽

Teacher Competence ◽

Policy Makers ◽

Childhood Education ◽

High Category ◽

And Training

The competence of PAUD teachers is indispensable in achieving early childhood education goals, in fact 47.42% of PAUD teachers have not obtained UKG scores according to the criteria or can be said to have no professional and pedagogic competence in the high category. Therefore, it is necessary to study the education background, certification, and age of PAUD teachers towards the UKG results. The purpose of the study was to analyze: (1) the achievement of the value of UKG for Early Childhood Education (PAUD) teachers in Bandar Lampung in 2015, (2) educational background, certification, and age of PAUD teachers who had attended UKG in Bandar Lampung City in 2015. The results of the research were found: (1) Competency mapping based on educational background, certification, and age of PAUD teachers and (2) Formulation of recommendations of policy makers on the effectiveness of programs in improving the competence of PAUD teachers in the form of education and training, seminars, internships, workshops, and comparative studies to support PAUD teacher professionalism. Keywords: Test of Teacher Competence, PAUD Teacher Certification, Educational Background, Age of PAUD Teachers

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Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1002.81 ◽

1979 ◽

Vol 10 (2) ◽

pp. 81-92

Author(s):

Susan Freedman Gilbert

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

School Children ◽

Developmental Delays ◽

Delayed Diagnosis ◽

Language Impairments ◽

Developmentally Delayed ◽

Speech And Language ◽

Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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