Discourses of professional identity in early childhood: movements in Australia

Woodrow, Christine

doi:10.1080/13502930802141675

Cited by 48 publications

(40 citation statements)

References 13 publications

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“…Thirdly, there are few structural mechanisms that facilitate new alliances and professional dialogue between educators across different services and organizations. These alliances have been identified in the literature as a critical component of professional identities that resist a technicist orientation in early childhood practice and leadership (Oberhuemer, 2005;Woodrow, 2008).…”

Section: Introductionmentioning

confidence: 99%

Collaborative practitioner research: opening a third space for local knowledge production

Skattebol

Arthur

2014

Asia Pacific Journal of Education

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Early childhood education and care is currently experiencing unprecedented policy interest and expansion. This policy and practice landscape requires new forms of adaptive leadership, new spaces for production of the knowledge necessary for this changing context, and tools that can support the development of leadership qualities. This paper examines the potential of practitioner research to produce contextually relevant knowledge and to develop leadership capacity. Our findings show that collaborative practitioner research groups provide a relatively safe environment for the sharing of dilemmas and critical reflections. The practitioners who participated in this research wanted access to narratives of change in typically resourced early childhood contexts as well as in the more highly resourced settings that are more often reflected in academic research and literature. This suggests there is a need for much more of this work to be publicly available. These groups can generate the courage required to open practice based research to public critique. This, we argue is an important element of activist leadership. Collaborative practitioner research opens up the possibility for practitioners to position themselves as knowledge producers and to revitalize the knowledge base that informs teacher education in the academy. In supporting this move, academics need to position themselves as resource gathers and co-learners thus opening a third space for knowledge production. The challenges for the profession are how to fund and effectively disseminate collaborative practitioner research and how to draw it into dialogue with other forms of research.

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Section: Introductionmentioning

confidence: 99%

Collaborative practitioner research: opening a third space for local knowledge production

Skattebol

Arthur

2014

Asia Pacific Journal of Education

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“…The specific challenges for ECTs in qualifying for both sectors, and the increasing complexity and recognition of the importance of the work has necessitated a revitalisation of early childhood PST programmes. In response, literature suggests that such training must go beyond a 'one size fits all' approach or risk excluding or marginalising the professional knowledge, practice and philosophies of ECTs to bypass, align or replicate primary school teacher training (International Labour Organization 2012;Press, Wong, and Gibson 2015;Woodrow 2008). As such, there is an urgent need to reimagine teacher training in ECT courses and how these student teachers are positioned in their professional training, in light of the current 'regulatory gaze' that is shaping their professional and qualification requirements.…”

Section: Positioning the Australian 'Regulatory Gaze' Within The Broamentioning

confidence: 99%

Learner engagement under the ‘regulatory gaze’: possibilities for re-positioning early childhood pre-service teachers as autonomous professionals

Jovanovic

Fane

2016

Early Years

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Abstract:In a climate of increasing regulation within the early childhood education and care services (ECECS), and the greater re-positioning of professionals within public sectors, this article seeks to extend the literature surrounding risk and regulation in early childhood. In efforts to 'push back' against the 'regulatory gaze' in the ECECS, we investigate the role that learner engagement in initial teacher education can play in empowering early childhood pre-service teachers (PSTs) as professionals. This question is explored in the reporting of the findings from an action research study which redesigned a semester-long teacher education topic to draw on PSTs' self-knowledge, applied experience and content choice, to go beyond the meeting of minimum credential requirements. Data were derived from sequential student evaluations and topic coordinators' reflections and subsequent analysis highlights significant insights in relation to student teachers' understanding of professionalism and their role within the ECECS. The implications of this repositioning of PSTs' developing sense of professionalism amidst increasing regulation are discussed.

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“…ECTE programs similarly promote the view of the professional educator as a technician (Lobman & Ryan, 2007;Woodrow, 2008) bound to the authoritative discourse as operationalized in provincial standards, regulations, and curriculum frameworks. These scientific approaches "necessarily eliminate culturally based understandings about teaching and learning that teacher candidates bring to their teacher preparation" (Montecinos, 2004, cited in Wilgus, 2013.…”

Section: The Context Of the Authoritative Discoursementioning

confidence: 99%

Authoring Professional Identities: Immigrant and Refugee Women's Experiences in an Early Childhood Teacher Education Program

Massing¹

2016

J Child. Stud.

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Discourses of professional identity in early childhood: movements in Australia

Cited by 48 publications

References 13 publications

Collaborative practitioner research: opening a third space for local knowledge production

Collaborative practitioner research: opening a third space for local knowledge production

Learner engagement under the ‘regulatory gaze’: possibilities for re-positioning early childhood pre-service teachers as autonomous professionals

Authoring Professional Identities: Immigrant and Refugee Women's Experiences in an Early Childhood Teacher Education Program

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