Perspectives on Teachers' Work in Australian Early Childhood Education and Care Settings: Evidence and Ecology.
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| Title: | Perspectives on Teachers' Work in Australian Early Childhood Education and Care Settings: Evidence and Ecology. |
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| Authors: | Harper, Erin1 (AUTHOR) erin.harper@sydney.edu.au, McGrath-Champ, Susan2 (AUTHOR), Wilson, Rachel3 (AUTHOR) |
| Source: | Early Childhood Education Journal. Oct2025, Vol. 53 Issue 7, p2359-2372. 14p. |
| Subject Terms: | *Early childhood teachers, *Teachers' workload, *Mixed methods research, *Early childhood education, *Child development, Contextualism (Philosophy), Semi-structured interviews, Quality of service |
| Abstract: | ECEC educators play a vital role in educating and caring for children during the first five years of life, a critical period for learning, growth, and development. University-trained early childhood teachers make a particularly significant contribution to overall service quality. This exploratory interview study brings an ecological lens to the perspectives of nine Australian university-trained early childhood teachers on the nature and quantity of their work and workload. As part of the mixed methods Early Learning Work Matters project, this Phase II interview study supports findings from the prior international systematic review that work in ECEC is complex and demanding. Interviews yielded new findings indicating the potential changing nature of early childhood teachers' work, some of whom reported little to no capacity to focus on service quality. Concerningly, analysis revealed burdensome influences at all ecological levels, with only a few uplifting microsystems which were inconsistently experienced by participants. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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