Teachers in early childhood policy

Kilderry, Anna (2014) Teachers in early childhood policy. Journal of Education Policy, 29(2), pp. 242-262.

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Abstract

This paper examines teacher accountability and authority in early childhood policy. It reports on data from a study that investigated the influences affecting early childhood teacher decision-making at the preschool level in Victoria, Australia. Using a question raised by Ball ‘Where are the teachers in all this [policy]?’ provided a starting point for the critical discourse analysis into how forms of control, teacher authority, obligation and constraint within policies potentially influenced teachers’ curriculum decisions. The study found that despite no government-mandated curriculum framework at the time, teachers were held accountable for their curricular practice. Yet as professionals, early childhood teachers were denied public acknowledgement of their expertise as they were almost invisible in policy. In the four policies analysed, proprietors of early childhood settings and preschool agencies held authority over curriculum. Subsequently, teachers’ authority as professionals with curricular knowledge was diminished.

Impact and interest:

3 citations in Scopus
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3 citations in Web of Science®

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ID Code: 70061
Item Type: Journal Article
Refereed: Yes
Keywords: early childhood education and care (ECEC), teachers, policy, accountability, critical discourse analysis
DOI: 10.1080/02680939.2013.817612
ISSN: 1464-5106
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Deposited On: 10 Apr 2014 04:59
Last Modified: 10 Apr 2014 21:14

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