Early childhood teachers' pedagogical practice : what they know, think and do with young children experiencing parental separation and divorce

Mahony, Linda H. (2013) Early childhood teachers' pedagogical practice : what they know, think and do with young children experiencing parental separation and divorce. Professional Doctorate thesis, Queensland University of Technology.

Abstract

This grounded theory study examined the practices of twenty-one Australian early childhood teachers who work with children experiencing parental separation and divorce. Findings showed that teachers constructed personalised support for these children. Teachers’ pedagogical decision-making processes had five phases: constructing their knowledge, applying their knowledge, applying decision-making schema, taking action, and monitoring action and evaluating. This study contributes new understandings about teachers’ work with young children experiencing parental separation and divorce, and extends existing theoretical frameworks related to the provision of support. It adds to scholarship by applying grounded theory methodology in a new context. Recommendations are made for school policies and procedures within and across schools and school systems.

Impact and interest:

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ID Code: 61987
Item Type: QUT Thesis (Professional Doctorate)
Supervisor: Walsh, Kerryann, Lunn Brownlee, Joanne, & Petriwskyj, Anne
Keywords: Australia, children, divorce, early childhood, grounded theory, pedagogical practice, reflexive practice, separation, teacher knowledge, Victoria
Divisions: Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
Institution: Queensland University of Technology
Deposited On: 22 Aug 2013 01:19
Last Modified: 04 Sep 2015 02:29

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