ERIC Number: EJ1423100
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0966-9760
EISSN: EISSN-1469-8463
Name It and Claim It: Supporting Early Childhood Teachers to Recognise Themselves as Researchers
International Journal of Early Years Education, v32 n2 p272-287 2024
There are increasing demands for teachers to continue to improve the quality of education. This focus is evident in the Early Childhood Education and Care sector in Australia where the professionalisation agenda is tied to teacher professional learning. While the Australian Professional Standards for Teachers (AITSL) has strengthened expectations on teachers to engage with research and become inquirers into their own practice, current early childhood documents that guide practice use non-descript terms without ascribing them to research or researching. We argue that greater opportunities are needed for early childhood teachers to be recognised as consumers and producers of research and validated as researchers of their own practice. Professional learning programs, such as the Supporting Oral Language Development (SOLD) Program outlined in this paper, provide the potential to acknowledge and build the research skills of early childhood teachers, thereby supporting their self-efficacy and confidence as researchers.
Descriptors: Foreign Countries, Early Childhood Teachers, Teacher Researchers, Self Concept, Research Skills, Skill Development, Faculty Development
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: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A