Intentional pedagogies: Insights from the past

Kilderry, Anna 2015, Intentional pedagogies: Insights from the past, Australasian journal of early childhood, vol. 40, no. 3, pp. 20-28.

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Title Intentional pedagogies: Insights from the past
Author(s) Kilderry, AnnaORCID iD for Kilderry, Anna
Journal name Australasian journal of early childhood
Volume number 40
Issue number 3
Start page 20
End page 28
Total pages 9
Publisher Early Childhood Australia.
Place of publication Fyshwick, A.C.T.
Publication date 2015
ISSN 0312-5033
Summary CONTRIBUTING TO RECENT RESEARCH findings and discussion about educators’ multiple understandings and enactments of intentional teaching, this paper sheds light on why early childhood educators might find the practice of intentional teaching problematic. It presents research findings from a study conducted in the state of Victoria a decade ago that investigated how dominant discourses influence teacher decision making in early childhood education and care (ECEC). The study found that teacher-directed practice was legitimated, marginalised and silenced by teachers in the study. Through the process of looking back to look forward, insights gained from a critical discourse analysis illustrate why intentional pedagogies, such as intentional teaching and teacher-directed practice, might be difficult pedagogical practices in ECEC in Australia.
Language eng
Field of Research 130102 Early Childhood Education (excl Maori)
1301 Education Systems
1303 Specialist Studies In Education
1701 Psychology
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2015, Early Childhood Australia
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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