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Supporting teacher professionalism through tailored professional learning

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journal contribution
posted on 2019-07-01, 00:00 authored by Andrea NolanAndrea Nolan, Tebeje Molla MekonnenTebeje Molla Mekonnen
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.

History

Journal

London review of education

Volume

17

Pagination

126-140

Location

London, Eng.

Open access

  • Yes

ISSN

1474-8460

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2019, Nolan and Molla

Issue

2

Publisher

U C L - I O E Press