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ERIC Number: EJ1194504
Record Type: Journal
Publication Date: 2018
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1350-293X
EISSN: N/A
The Impact of Australian Policy Shifts on Early Childhood Teachers' Understandings of Intentional Teaching
Kirkby, Jane; Keary, Anne; Walsh, Lucas
European Early Childhood Education Research Journal, v26 n5 p674-687 2018
Australian Early Childhood teachers face unprecedented times in the sector's history as they come to terms with the introduction of multiple policies for quality standards and curriculum outcomes. Policy documents explicitly identifying 'intentional teaching' and 'assessment for learning' are two of a range of inter-related pedagogical approaches promoted in this policy narrative. It has been argued that these changes can discourage independent professional judgement and instead encourage a compliance mindset with respect to prescriptive directives of what and how to teach (Smith and Kovacs. [2011]. "The Impact of Standards-based Reform on Teachers: The Case of 'No Child Left Behind'." "Teachers and Teaching: Theory and Practice" 17 (1): 201-225. doi:10.1080/13540602.2011.539802). In this paper, we draw on research data from interviews and focus groups with EC practitioners and managers to suggest that 'intentional teaching' and 'assessment for learning' require a foundation of deep knowledge. The nurturing of young children as effective communicators especially in terms of oral language learning is one key area that could be fostered through such a rich, integrated approach to teaching.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A