scholarly journals A Comparative Study on Parents' and Female Teachers' Perceptions of Male Teachers in Early Childhood Education and Care Centers

2012 ◽  
Vol 33 (2) ◽  
pp. 165-183
Author(s):  
Ji-Hoon Choi ◽  
Won-Shin Lim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Comparative Study ◽  
Male Teachers ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Female Teachers ◽  
Education And Care

Teachers as Brokers

2015 ◽  
Vol 23 (3) ◽  
pp. 622-637 ◽  
Author(s):  
Sue Mentha ◽  
Amelia Church ◽  
Jane Page
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Teaching And Learning ◽  
Early Childhood Teachers ◽  
Small Sample ◽  
Learning Spaces ◽  
Teachers Perceptions ◽  
Childhood Education ◽  
Everyday Practices ◽  
Education And Care

This paper explores a small sample of Australian early childhood teachers’ perceptions of the rights-based conceptsparticipationandagency. We recognise and reconcile some of the perceived tensions between the debates on participation and protection and how these play out in the teaching and learning spaces of early childhood education. Teachers’ reflections on these concepts in relation to practice are highly significant to the field, connecting the concepts of children’s rights to the reality of everyday practices in early childhood education and care settings. As brokers or conduits to participation in early learning environments, a better understanding of teacher’s professional stance enables opportunities for young children to be better heard. An understanding of complexities and relatedness within these settings, can lead to more consistent and clear policy implementation.

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

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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