‘We’re just touching the surface’: Australian university lecturers’ experiences of teaching theories of child development in early childhood teacher education programs

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Cambridge Journal of Education Pub Date : 2022-06-27 DOI:10.1080/0305764X.2022.2047892

Emma Ellis, A. Reupert, Marie Hammer

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Abstract

ABSTRACT Three Australian Government reports released between 2011 and 2017 highlight a child development theory–practice gap in Australian early childhood initial teacher education. This qualitative study explores what informs university lecturers’ teaching of child development theory in tertiary programmes. Grounded in Interpretative Phenomenological Analysis, four themes are discussed from a Freirean inspired perspective. According to those interviewed, institutional culture and the practice focus of regulatory bodies strongly informs the teaching of child development with systemic practices often experienced as oppressive. The minimisation of early childhood content in combined early childhood/primary degrees also informed practice, but fostered a sense of marginalisation for many. Liberation was also evident as participants indicated that, despite many challenges, professional values, including commitment, tenacity and respect, informed their teaching practice. Implications for Australian universities and regulatory bodies are discussed with findings serving as a case example with international applicability to tertiary education policy and practice review.

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“我们才刚刚触及表面”:澳大利亚大学教师在幼儿教师教育项目中讲授儿童发展理论的经验

2011年至2017年间发布的三份澳大利亚政府报告强调了澳大利亚幼儿初始教师教育中儿童发展理论与实践的差距。这项定性研究探讨了大学讲师在高等教育课程中如何教授儿童发展理论。在解释性现象学分析的基础上，从自由主义启发的角度讨论了四个主题。据受访者说，制度文化和管理机构的实践重点强烈地影响着儿童发展的教学，而系统的实践往往被认为是压迫性的。幼儿/小学联合学位中幼儿内容的最小化也为实践提供了信息，但对许多人来说，这助长了一种被边缘化的感觉。学员们表示，尽管面临许多挑战，但他们的教学实践体现了专业价值观，包括承诺、坚韧和尊重。对澳大利亚大学和监管机构的影响进行了讨论，并将研究结果作为具有国际适用性的高等教育政策和实践审查的案例。

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来源期刊

Cambridge Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.30

自引率

4.30%

发文量

期刊介绍： Cambridge Journal of Education publishes original refereed articles on all aspects of education, with a particular emphasis on work that contributes to a shared understanding amongst academic researchers, theorists, practising teachers, policy-makers and educational administrators. The journal also welcomes the submission of systematic review articles that summarise and offer new insights into specific areas of educational concern. With a wide international readership, Cambridge Journal of Education publishes contributions drawn from different educational systems and cultures enabling continued in-depth discussion of global educational theory, policy and practice. The journal’s Special Issue programme encourages and stimulates focused discussion and engagement with significant themes and responses to topics raised by readers and contributors. Cambridge Journal of Education welcomes proposals for future editions.