"Out of the Loop": Early Childhood Educators Gaining Confidence with Unfamiliar Policy Discourse

Autor/inn/en	Kilderry, Anna; Nolan, Andrea; Scott, Caroline
Titel	"Out of the Loop": Early Childhood Educators Gaining Confidence with Unfamiliar Policy Discourse
Quelle	In: Early Years: An International Journal of Research and Development, 37 (2017) 4, S.341-354 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kilderry, Anna) ORCID (Nolan, Andrea) ORCID (Scott, Caroline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1183595
Schlagwörter	Early Childhood Education; Preschool Teachers; Educational Policy; Educational Quality; Discourse Analysis; Teaching Methods; Self Efficacy; Concept Formation; Foreign Countries; Childrens Rights; National Standards; Teacher Attitudes; Focus Groups; Teacher Workshops; Australia + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Self-efficacy; Selbstwirksamkeit; Concept learning; Begriffsbildung; Ausland; 'Children''s rights'; Kindesrecht; Lehrerverhalten; Australien
Abstract	It has been seven years since the Early Years Learning Framework (EYLF) was introduced in Australia and four years since the National Quality Standard (NQS) was implemented. To gain insight into how educators are understanding practice in the Australian early childhood and care context, the study draws on a praxeological frame where educators have the opportunity to inquire and critically reflect on practice in a supported research environment. Data were analysed using critical discourse analysis, enabling a close examination of participant reflections and understandings about practice. Findings reveal that educators are confident when describing their teaching using familiar educational discourse, whereas educators were apprehensive when confronted with new and unfamiliar concepts. The third finding illustrates the ways educators gain confidence with unfamiliar policy discourse. The study's findings add to limited empirical evidence about how early childhood educators understand key concepts introduced by the EYLF and NQS. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01