The decision-making processes of early childhood teachers when working with children experiencing parental separation and divorce

Mahony, L., Lunn, J., Petriwskyj, A., & Walsh, K. (2015) The decision-making processes of early childhood teachers when working with children experiencing parental separation and divorce. Early Child Development and Care, 185(7), pp. 1088-1108.

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Abstract

In this study, the pedagogical decision-making processes of 21 Australian early childhood teachers working with children experiencing parental separation and divorce were examined. Transcripts from interviews and a focus group with teachers were analysed using grounded theory methodology. The findings showed that as teachers interacted with young children experiencing parental separation and divorce, they reported using strategic, reflexive pedagogical decision-making processes. These processes comprised five stages:

  • (1) teachers constructing their knowledge;

  • (2) teachers thinking about their knowledge;

  • (3) teachers using decision-making schemas;

  • (4) teachers taking action, and;

  • (5) teachers monitoring action and evaluating.

This understanding of teachers’ reflexive pedagogical decision-making is useful for identifying how teachers and educational leaders can support children experiencing parental separation and divorce or other life challenges.

Impact and interest:

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ID Code: 79014
Item Type: Journal Article
Refereed: Yes
Keywords: decision-making, separation and divorce, teachers' knowledge, grounded theory, pedagogical practice, reflexive thinking
DOI: 10.1080/03004430.2014.980405
ISSN: 1476-8275
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Copyright Owner: Copyright 2014 Taylor & Francis
Copyright Statement: The Version of Record of this manuscript has been published
and is available in Early Child Development and Care, 20 November 2014, http://www.tandfonline.com/10.1080/03004430.2014.980405
Deposited On: 09 Feb 2015 01:21
Last Modified: 16 Jun 2016 09:41

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