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'Time to ponder': Professional learning in early childhood education

Whitington, Victoria, Thompson, Carol and Shore, Sue (2014). 'Time to ponder': Professional learning in early childhood education. Australasian Journal of Early Childhood,39(1):65-72.

Document type: Journal Article
Citation counts: Scopus Citation Count Cited 0 times in Scopus Article
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IRMA ID 84279116xPUB206
Title 'Time to ponder': Professional learning in early childhood education
Author Whitington, Victoria
Thompson, Carol
Shore, Sue
Journal Name Australasian Journal of Early Childhood
Publication Date 2014
Volume Number 39
Issue Number 1
ISSN 1836-9391   (check CDU catalogue open catalogue search in new window)
Scopus ID 2-s2.0-84898892009
Start Page 65
End Page 72
Total Pages 8
Place of Publication Australia
Publisher Early Childhood Australia Inc.
HERDC Category C1 - Journal Article (DIISR)
Abstract EARLY CHILDHOOD TEACHER KNOWLEDGE and professional capacity is critical to the achievement of the goals of the Council of Australian Governments’ (COAG) early childhood policy agenda. This paper reports on a study of the professional development challenges that faced 87 preschool teachers at a time of major policy change. Employing Dorothy Smith’s (2005) notion of ‘generous work’, a university upgrade program was designed to map teachers’ existing skills and knowledge against four-year graduate proficiency standards. Teachers experienced substantial challenges to their identities as competent professionals as they re-entered the ‘modern’ university learning environment. Lecturers noticed that teachers had difficulties in re-engaging in study and articulating their practice using early childhood education theory and policy. The study concluded that to engage effectively in ongoing professional learning and so build ‘extended professionalism’ teachers require inbuilt ‘slow time’. Implications for cross-sectoral partnerships are also included.
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Created: Wed, 19 Aug 2015, 12:07:16 CST