“Heroic victims”: Discursive constructions of early childhood teacher professional identities
Gibson, Megan L. (2014) “Heroic victims”: Discursive constructions of early childhood teacher professional identities. In American Educational Research Association Annual Meeting : The Power of Education Research for Innovation in Practice and Policy, 3-7 April 2014, Philadelphia, Pennsylvania, USA.
Significant changes to qualification requirements for staff working in early childhood contexts are occurring globally. A key reform in Australia is a call for teachers in prior to school early childhood contexts to be university-qualified. The “universal access” strategy (Department of Education, Employment of Workplace Relations [DEEWR], 2009a, 2009b; Rudd & Macklin, 2007b) requires four-year qualified early childhood teachers who are prepared to work in child care contexts. Yet studies in identify that cohorts of preservice teachers resist child care as a career option (see Ailwood & Boyd, 2006; Gibson, 2013a; Vadja, 2005a, 2005b). It is this point of tension that has prompted further inquiry into child care and work in child care, and forms the basis for this paper.
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|Item Type:||Conference Paper|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education|
|Copyright Owner:||Copyright 2014 The Author(s)|
|Deposited On:||15 Mar 2015 23:27|
|Last Modified:||20 Apr 2015 23:34|
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