Thesis
An investigation of how early childhood teachers manage changes to their teaching practice in the context of their exposure to appropriate professional development training programs
University of the Sunshine Coast, Queensland
Master of Education, University of the Sunshine Coast
2009
DOI:
https://doi.org/10.25907/00403
Abstract
This study was designed to investigate the perspectives of early childhood teachers on how they managed changes to their teaching practice in the context of their exposure to a specified professional development training program. It encompasses what these teachers thought, believed, predicted, conceptualised and evaluated with regard to the value of one form of professional development training. It also details the resulting actions, orientations, dispositions and attitudes that these teachers adopted. In 2004, a proposed policy change to the age of entry into Preschool and the first year of schooling in the Northern Territory of Australia compounded concerns for teachers already proficient in early childhood pedagogy. The concerns related to participant perceived pressures to be committed to professional development training programs, to provide educational programs that reflect a rapidly changing society and to become change agents in schools. The aim of this interpretive study was to explore the teachers' perspectives on their ability to create effective learning environments of the future, after their participation in a professional development program specifically designed to prepare them for the proposed age of entry policy change. This study was based on the collection and analysis of interview data from early childhood teachers who were involved in the age of entry policy change. The study continued with the formulation of three theoretical propositions which were derived from the analysis of the interview data. The first finding of the study related to participant approval of the professional development training program content, but it identified feelings of apprehension and resentment about the implementation of an imposed policy. Second, it found that societal and generational classroom changes posed personal and pedagogical constraints for the participants of the study and influenced their interpretations of best early childhood pedagogy and practice. There was no conclusive evidence to suggest that all teachers in the study were committed to being change agents, as individual circumstances were deemed to influence their particular perceptions of future schooling issues. In conclusion, this study considers recommendations for policy, practice and future research in the education agenda of the Northern Territory to establish a unified, strong source and facilitator of change in both the local and national contemporary early childhood education agendas.
Details
- Title
- An investigation of how early childhood teachers manage changes to their teaching practice in the context of their exposure to appropriate professional development training programs
- Authors
- Henriette Duke
- Contributors
- Tania Aspland (Supervisor)
- Awarding institution
- University of the Sunshine Coast
- Degree awarded
- Master of Education
- Publisher
- University of the Sunshine Coast, Queensland
- DOI
- 10.25907/00403
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99450268502621
- Output Type
- Thesis
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