Policy reforms in initial teacher education in Australia have typically omitted the early childho... more Policy reforms in initial teacher education in Australia have typically omitted the early childhood sector. This chapter adopts a cultural-historical perspective to explain this persistent neglect. Obvious explanations, such as the location of early childhood education outside the compulsory education sector, are noted. It then argues that recent policy attention to early childhood education internationally makes this neglect increasingly difficult for teacher education policy-makers to sustain. Five emerging dimensions of teaching in the early childhood sector in Australia, including regulatory demands to increase the supply of degree-qualified teachers, are offered as evidence for the likelihood of teacher education policy reform reaching into early childhood education in the near future. The chapter concludes with proposals for research directions urgently needed to inform such reforms.
... Student engagement; Student well-being. Researchers: Alex Neill; Ally Bull; Ben Gardiner; Cat... more ... Student engagement; Student well-being. Researchers: Alex Neill; Ally Bull; Ben Gardiner; Cathy Wylie; Charles Darr; Chris Joyce; Helen Potter; Jacky Burgon; Jane Gilbert; Jennifer Garvey Berger; Jenny Whatman; Jessica Hutchings; ...
... Student engagement; Student well-being. Researchers: Alex Neill; Ally Bull; Ben Gardiner; Cat... more ... Student engagement; Student well-being. Researchers: Alex Neill; Ally Bull; Ben Gardiner; Cathy Wylie; Charles Darr; Chris Joyce; Helen Potter; Jacky Burgon; Jane Gilbert; Jennifer Garvey Berger; Jenny Whatman; Jessica Hutchings; ...
This paper undertakes a spatial examination of the early childhood–school relational space. It th... more This paper undertakes a spatial examination of the early childhood–school relational space. It theorizes space as a product of interrelationships, moving therefore beyond an understanding of space as fixed and horizontal. Drawing on data from a pilot project with early childhood and junior primary teachers working in an independent (i.e. private, fee-paying) school, the experience of meeting across the early childhood–school divide is examined. We ask how space is produced and what types of relationships emerge in its production. The paper concludes by arguing that the production of open and dynamic spatial arrangements is key to creating new ways of being in relationship across the early childhood–school divide.
Policy reforms in initial teacher education in Australia have typically omitted the early childho... more Policy reforms in initial teacher education in Australia have typically omitted the early childhood sector. This chapter adopts a cultural-historical perspective to explain this persistent neglect. Obvious explanations, such as the location of early childhood education outside the compulsory education sector, are noted. It then argues that recent policy attention to early childhood education internationally makes this neglect increasingly difficult for teacher education policy-makers to sustain. Five emerging dimensions of teaching in the early childhood sector in Australia, including regulatory demands to increase the supply of degree-qualified teachers, are offered as evidence for the likelihood of teacher education policy reform reaching into early childhood education in the near future. The chapter concludes with proposals for research directions urgently needed to inform such reforms.
... Student engagement; Student well-being. Researchers: Alex Neill; Ally Bull; Ben Gardiner; Cat... more ... Student engagement; Student well-being. Researchers: Alex Neill; Ally Bull; Ben Gardiner; Cathy Wylie; Charles Darr; Chris Joyce; Helen Potter; Jacky Burgon; Jane Gilbert; Jennifer Garvey Berger; Jenny Whatman; Jessica Hutchings; ...
... Student engagement; Student well-being. Researchers: Alex Neill; Ally Bull; Ben Gardiner; Cat... more ... Student engagement; Student well-being. Researchers: Alex Neill; Ally Bull; Ben Gardiner; Cathy Wylie; Charles Darr; Chris Joyce; Helen Potter; Jacky Burgon; Jane Gilbert; Jennifer Garvey Berger; Jenny Whatman; Jessica Hutchings; ...
This paper undertakes a spatial examination of the early childhood–school relational space. It th... more This paper undertakes a spatial examination of the early childhood–school relational space. It theorizes space as a product of interrelationships, moving therefore beyond an understanding of space as fixed and horizontal. Drawing on data from a pilot project with early childhood and junior primary teachers working in an independent (i.e. private, fee-paying) school, the experience of meeting across the early childhood–school divide is examined. We ask how space is produced and what types of relationships emerge in its production. The paper concludes by arguing that the production of open and dynamic spatial arrangements is key to creating new ways of being in relationship across the early childhood–school divide.
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