Loading…
Who is studying what in early childhood education and care?: Composite narratives of Australian educators engaging in further study
Early Childhood Education and Care (ECEC) in Australia is facing a workforce crisis. A knowledge gap around educators studying to pursue a career in ECEC, particularly in long day care (LDC), has prompted research with Australian educators who engage in further education and training while working i...
Saved in:
Published in: | Australasian journal of early childhood 2023-03, Vol.48 (1), p.66-80 |
---|---|
Main Authors: | , , , , |
Format: | Article |
Language: | English |
Subjects: | |
Citations: | Items that this one cites Items that cite this one |
Online Access: | Get full text |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
cited_by | cdi_FETCH-LOGICAL-c560t-a32f57e06b5389dcb03a00cecd98dc6ac4c1f8ed81c97a77b43fc844dcf8e9103 |
---|---|
cites | cdi_FETCH-LOGICAL-c560t-a32f57e06b5389dcb03a00cecd98dc6ac4c1f8ed81c97a77b43fc844dcf8e9103 |
container_end_page | 80 |
container_issue | 1 |
container_start_page | 66 |
container_title | Australasian journal of early childhood |
container_volume | 48 |
creator | McKinlay, Sharon Irvine, Susan Brownlee, Jo Lunn Whiteford, Chrystal Farrell, Ann |
description | Early Childhood Education and Care (ECEC) in Australia is facing a workforce crisis. A knowledge gap around educators studying to pursue a career in ECEC, particularly in long day care (LDC), has prompted research with Australian educators who engage in further education and training while working in LDC services. The paper examines 32 biographical interviews from an Australian Research Council Linkage project Identifying Effective Strategies to Grow and Sustain a Professional Early Years Workforce. Research reported here applies a social constructivist framework to investigate the personal and structural characteristics of educators studying at Certificate III Diploma, Bachelor and Master levels of Australia's regulated qualifications and training system. An important finding is that the legislative provisions of Australia's National Quality Framework is a key driver for educator engagement in education and training. The paper highlights the importance of clear qualification pathways in raising the professionalism of the ECEC workforce in Australia. |
doi_str_mv | 10.1177/18369391221118699 |
format | article |
fullrecord | <record><control><sourceid>eric_cross</sourceid><recordid>TN_cdi_eric_primary_EJ1366889</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1366889</ericid><informt_id>10.3316/informit.921469292573679</informt_id><sage_id>10.1177_18369391221118699</sage_id><sourcerecordid>EJ1366889</sourcerecordid><originalsourceid>FETCH-LOGICAL-c560t-a32f57e06b5389dcb03a00cecd98dc6ac4c1f8ed81c97a77b43fc844dcf8e9103</originalsourceid><addsrcrecordid>eNqtkM1q3TAQhU1poWnaB-iioBdwKlm2frop4ZK2CYFsErIUc_Vj6-IrXSS55a774rXj0BQK3TSrGebM-YY5VfWe4DNCOP9IBGWSStI0hBDBpHxRncwzWXeSkZcPPauXhdfVm5x3GDPGMT-pft4PEfmMcpnM0Yce_RigIB-QhTQekR78aIYYDbJm0lB8DAiCQRqS_fwJbeL-ELMvFgVIaZa_24yiQ-dTLglGD-HRF1NGNvTQLydmuptSGWxaz76tXjkYs333WE-ruy8Xt5tv9fXN18vN-XWtO4ZLDbRxHbeYbTsqpNFbTAFjbbWRwmgGutXECWsE0ZID59uWOi3a1uh5KgmmpxVZuTrFnJN16pD8HtJREayWFNVfKc6eD6vHJq9_719cEcqYEIt-tuoZeqt2cUphfuGfwNvVkPa-KB3H0eol1ryDklWeY9eD8sHFBz2mXpnoFx6lhD0JsiEtk41sOk4ZX7BXf2DhAK48G8z6w3_AfgFxks-M</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>Who is studying what in early childhood education and care?: Composite narratives of Australian educators engaging in further study</title><source>ERIC</source><source>Sage Journals Online</source><creator>McKinlay, Sharon ; Irvine, Susan ; Brownlee, Jo Lunn ; Whiteford, Chrystal ; Farrell, Ann</creator><creatorcontrib>McKinlay, Sharon ; Irvine, Susan ; Brownlee, Jo Lunn ; Whiteford, Chrystal ; Farrell, Ann</creatorcontrib><description>Early Childhood Education and Care (ECEC) in Australia is facing a workforce crisis. A knowledge gap around educators studying to pursue a career in ECEC, particularly in long day care (LDC), has prompted research with Australian educators who engage in further education and training while working in LDC services. The paper examines 32 biographical interviews from an Australian Research Council Linkage project Identifying Effective Strategies to Grow and Sustain a Professional Early Years Workforce. Research reported here applies a social constructivist framework to investigate the personal and structural characteristics of educators studying at Certificate III Diploma, Bachelor and Master levels of Australia's regulated qualifications and training system. An important finding is that the legislative provisions of Australia's National Quality Framework is a key driver for educator engagement in education and training. The paper highlights the importance of clear qualification pathways in raising the professionalism of the ECEC workforce in Australia.</description><identifier>ISSN: 1836-9391</identifier><identifier>EISSN: 1839-5961</identifier><identifier>DOI: 10.1177/18369391221118699</identifier><language>eng</language><publisher>Deakin West, A.C.T: SAGE Publications</publisher><subject>Child Care ; Early Childhood Education ; Early Childhood Teachers ; Education ; Educators ; Faculty Development ; Foreign Countries ; Higher Education ; In-service training ; Teacher Certification ; Teacher Characteristics ; Teacher Education ; Teacher Qualifications ; Teachers ; Training of</subject><ispartof>Australasian journal of early childhood, 2023-03, Vol.48 (1), p.66-80</ispartof><rights>The Author(s) 2022</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c560t-a32f57e06b5389dcb03a00cecd98dc6ac4c1f8ed81c97a77b43fc844dcf8e9103</citedby><cites>FETCH-LOGICAL-c560t-a32f57e06b5389dcb03a00cecd98dc6ac4c1f8ed81c97a77b43fc844dcf8e9103</cites><orcidid>0000-0002-0085-6701</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>315,786,790,27957,27958</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1366889$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>McKinlay, Sharon</creatorcontrib><creatorcontrib>Irvine, Susan</creatorcontrib><creatorcontrib>Brownlee, Jo Lunn</creatorcontrib><creatorcontrib>Whiteford, Chrystal</creatorcontrib><creatorcontrib>Farrell, Ann</creatorcontrib><title>Who is studying what in early childhood education and care?: Composite narratives of Australian educators engaging in further study</title><title>Australasian journal of early childhood</title><description>Early Childhood Education and Care (ECEC) in Australia is facing a workforce crisis. A knowledge gap around educators studying to pursue a career in ECEC, particularly in long day care (LDC), has prompted research with Australian educators who engage in further education and training while working in LDC services. The paper examines 32 biographical interviews from an Australian Research Council Linkage project Identifying Effective Strategies to Grow and Sustain a Professional Early Years Workforce. Research reported here applies a social constructivist framework to investigate the personal and structural characteristics of educators studying at Certificate III Diploma, Bachelor and Master levels of Australia's regulated qualifications and training system. An important finding is that the legislative provisions of Australia's National Quality Framework is a key driver for educator engagement in education and training. The paper highlights the importance of clear qualification pathways in raising the professionalism of the ECEC workforce in Australia.</description><subject>Child Care</subject><subject>Early Childhood Education</subject><subject>Early Childhood Teachers</subject><subject>Education</subject><subject>Educators</subject><subject>Faculty Development</subject><subject>Foreign Countries</subject><subject>Higher Education</subject><subject>In-service training</subject><subject>Teacher Certification</subject><subject>Teacher Characteristics</subject><subject>Teacher Education</subject><subject>Teacher Qualifications</subject><subject>Teachers</subject><subject>Training of</subject><issn>1836-9391</issn><issn>1839-5961</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2023</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><recordid>eNqtkM1q3TAQhU1poWnaB-iioBdwKlm2frop4ZK2CYFsErIUc_Vj6-IrXSS55a774rXj0BQK3TSrGebM-YY5VfWe4DNCOP9IBGWSStI0hBDBpHxRncwzWXeSkZcPPauXhdfVm5x3GDPGMT-pft4PEfmMcpnM0Yce_RigIB-QhTQekR78aIYYDbJm0lB8DAiCQRqS_fwJbeL-ELMvFgVIaZa_24yiQ-dTLglGD-HRF1NGNvTQLydmuptSGWxaz76tXjkYs333WE-ruy8Xt5tv9fXN18vN-XWtO4ZLDbRxHbeYbTsqpNFbTAFjbbWRwmgGutXECWsE0ZID59uWOi3a1uh5KgmmpxVZuTrFnJN16pD8HtJREayWFNVfKc6eD6vHJq9_719cEcqYEIt-tuoZeqt2cUphfuGfwNvVkPa-KB3H0eol1ryDklWeY9eD8sHFBz2mXpnoFx6lhD0JsiEtk41sOk4ZX7BXf2DhAK48G8z6w3_AfgFxks-M</recordid><startdate>20230301</startdate><enddate>20230301</enddate><creator>McKinlay, Sharon</creator><creator>Irvine, Susan</creator><creator>Brownlee, Jo Lunn</creator><creator>Whiteford, Chrystal</creator><creator>Farrell, Ann</creator><general>SAGE Publications</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0002-0085-6701</orcidid></search><sort><creationdate>20230301</creationdate><title>Who is studying what in early childhood education and care?: Composite narratives of Australian educators engaging in further study</title><author>McKinlay, Sharon ; Irvine, Susan ; Brownlee, Jo Lunn ; Whiteford, Chrystal ; Farrell, Ann</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c560t-a32f57e06b5389dcb03a00cecd98dc6ac4c1f8ed81c97a77b43fc844dcf8e9103</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>Child Care</topic><topic>Early Childhood Education</topic><topic>Early Childhood Teachers</topic><topic>Education</topic><topic>Educators</topic><topic>Faculty Development</topic><topic>Foreign Countries</topic><topic>Higher Education</topic><topic>In-service training</topic><topic>Teacher Certification</topic><topic>Teacher Characteristics</topic><topic>Teacher Education</topic><topic>Teacher Qualifications</topic><topic>Teachers</topic><topic>Training of</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>McKinlay, Sharon</creatorcontrib><creatorcontrib>Irvine, Susan</creatorcontrib><creatorcontrib>Brownlee, Jo Lunn</creatorcontrib><creatorcontrib>Whiteford, Chrystal</creatorcontrib><creatorcontrib>Farrell, Ann</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Australasian journal of early childhood</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>McKinlay, Sharon</au><au>Irvine, Susan</au><au>Brownlee, Jo Lunn</au><au>Whiteford, Chrystal</au><au>Farrell, Ann</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1366889</ericid><atitle>Who is studying what in early childhood education and care?: Composite narratives of Australian educators engaging in further study</atitle><jtitle>Australasian journal of early childhood</jtitle><date>2023-03-01</date><risdate>2023</risdate><volume>48</volume><issue>1</issue><spage>66</spage><epage>80</epage><pages>66-80</pages><issn>1836-9391</issn><eissn>1839-5961</eissn><notes>Australasian Journal of Early Childhood, Vol. 48, No. 1, Mar 2023, 66-80</notes><notes>Informit, Melbourne (Vic)</notes><abstract>Early Childhood Education and Care (ECEC) in Australia is facing a workforce crisis. A knowledge gap around educators studying to pursue a career in ECEC, particularly in long day care (LDC), has prompted research with Australian educators who engage in further education and training while working in LDC services. The paper examines 32 biographical interviews from an Australian Research Council Linkage project Identifying Effective Strategies to Grow and Sustain a Professional Early Years Workforce. Research reported here applies a social constructivist framework to investigate the personal and structural characteristics of educators studying at Certificate III Diploma, Bachelor and Master levels of Australia's regulated qualifications and training system. An important finding is that the legislative provisions of Australia's National Quality Framework is a key driver for educator engagement in education and training. The paper highlights the importance of clear qualification pathways in raising the professionalism of the ECEC workforce in Australia.</abstract><cop>Deakin West, A.C.T</cop><pub>SAGE Publications</pub><doi>10.1177/18369391221118699</doi><tpages>15</tpages><orcidid>https://orcid.org/0000-0002-0085-6701</orcidid><oa>free_for_read</oa></addata></record> |
fulltext | fulltext |
identifier | ISSN: 1836-9391 |
ispartof | Australasian journal of early childhood, 2023-03, Vol.48 (1), p.66-80 |
issn | 1836-9391 1839-5961 |
language | eng |
recordid | cdi_eric_primary_EJ1366889 |
source | ERIC; Sage Journals Online |
subjects | Child Care Early Childhood Education Early Childhood Teachers Education Educators Faculty Development Foreign Countries Higher Education In-service training Teacher Certification Teacher Characteristics Teacher Education Teacher Qualifications Teachers Training of |
title | Who is studying what in early childhood education and care?: Composite narratives of Australian educators engaging in further study |
url | http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2024-09-22T13%3A17%3A38IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=Who%20is%20studying%20what%20in%20early%20childhood%20education%20and%20care?:%20Composite%20narratives%20of%20Australian%20educators%20engaging%20in%20further%20study&rft.jtitle=Australasian%20journal%20of%20early%20childhood&rft.au=McKinlay,%20Sharon&rft.date=2023-03-01&rft.volume=48&rft.issue=1&rft.spage=66&rft.epage=80&rft.pages=66-80&rft.issn=1836-9391&rft.eissn=1839-5961&rft_id=info:doi/10.1177/18369391221118699&rft_dat=%3Ceric_cross%3EEJ1366889%3C/eric_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c560t-a32f57e06b5389dcb03a00cecd98dc6ac4c1f8ed81c97a77b43fc844dcf8e9103%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ1366889&rft_informt_id=10.3316/informit.921469292573679&rft_sage_id=10.1177_18369391221118699&rfr_iscdi=true |