Re-thinking discourses of teacher professionalism in early childhood education: An Australian perspective
Gibson, Megan L., Cumming, Tamara, & Zollo, Lyn (2016) Re-thinking discourses of teacher professionalism in early childhood education: An Australian perspective. In Li, Minyi, Fox, Jillian L., & Grieshaber, Susan J. (Eds.) Contemporary Issues and Challenges in Early Childhood Education in the Asia-Pacific Region. Springer. (In Press)
The professionalism of early childhood teachers has been the subject of increasing attention globally for over a decade (Moss, 2006; Osgood, 2012; Urban, 2010. In order to understand ways pre-service early childhood teachers make sense of professionalism, this chapter examines some of the discourses of early childhood teacher professionalism, and focuses on qualifications as one way in which being professional is discursively produced. In particular, the chapter makes visible some of the discursive tensions involved in student intentions to pursue careers in primary school teaching/specialist early childhood teacher in primary school, rather than in the child care sector. In doing so, it makes visible some of the effects of particular discourses of professionalism and the ways they may be taken up by students as they make important career decisions.
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|Item Type:||Book Chapter|
|Keywords:||early childhood, teacher professionalism, pre-service teachers, education|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
|Deposited On:||10 Mar 2016 05:52|
|Last Modified:||11 Mar 2016 00:22|
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