Promoting early childhood teacher professionalism in the Australian context: The place of resistance

Author(s): Fenech, Marianne; Sumsion, Jennifer; Shepherd, Wendy;
Date Issued: March, 2010
Description: An examination notions of early childhood staffs' notions of professionalism and quality in early care and education, based data from interviews and focus groups with participants of one early care and education center that is part of a larger Investigating Quality research project in Australia
show entire record ↓
Funder(s): Australian Research Council ; Macquarie University
Journal Title: Contemporary Issues in Early Childhood
Volume Number: 11
Issue Number: 1
Page Range: 89-105
Topics: Child Care & Early Education Quality

International Child Care & Early Education > Single-Country Studies

Child Care & Early Education Provider Workforce
Country: Australia
ISSN: 1463-9491 Paper
Peer Reviewed: yes
hide record ↑


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Constructing and resisting the development of a school readiness survey: The power of participatory research Reports & Papers
The dilemma of cultural responsiveness and professionalization: Listening closer to immigrant teachers who teach children of recent immigrants Reports & Papers
Effectiveness of comprehensive professional development for teachers of at-risk preschoolers Reports & Papers
Beyond developmentalism?: Early childhood teachers' understandings of multiage grouping in early childhood educaton and care Reports & Papers
Exploring the resistance: An Australian perspective on educating for sustainability in early childhood Other

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate