Blog
About

58
views
0
recommends
+1 Recommend
1 collections
    0
    shares
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      Supporting teacher professionalism through tailored professional learning

      Read this article at

      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          The issue of continuing professional learning for educators in the early childhood education and care sector is in the spotlight in Australia due to the government's reform agenda, which seeks to professionalize the workforce. In an effort to ensure quality programmes are on offer for all children, educators are expected to upskill. The assumption is that quality learning opportunities for children are aligned with a more skilled and capable workforce. This is problematic due to the diversity of the early childhood education and care workforce and its ability to convert professionalization opportunities into achievements. The focus of this article is a study that problematized the alignment of professional attributes valued in the policy space and in the field of practice to understand educator agency, a key element of professional capability. Once this alignment is known, professional learning experiences can be tailored to better support the professionalization of these educators.

          Related collections

          Author and article information

          Journal
          10430
          London Review of Education
          UCL IOE Press
          1474-8460
          18 July 2019
          : 17
          : 2
          : 126-140
          Article
          1474-8460(20190718)17:2L.126;1- s3.phd /ioep/clre/2019/00000017/00000002/art00003
          10.18546/LRE.17.2.03
          Product
          Categories
          Articles

          Comments

          Comment on this article

          London Review of Education
          Volume 17, Issue 2

          Similar content 114