The Design of Early Childhood Teacher Education Programs: Australian Employer Perspectives with International Program Comparisons
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| Title: | The Design of Early Childhood Teacher Education Programs: Australian Employer Perspectives with International Program Comparisons |
|---|---|
| Language: | English |
| Authors: | Boyd, Wendy, Mahony, Linda, Warren, Jane, Wong, Sandie |
| Source: | Australian Journal of Teacher Education. June 2022 47(6):69-84. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Higher Education Postsecondary Education |
| Descriptors: | Early Childhood Education, Early Childhood Teachers, Teacher Education Programs, Foreign Countries, Employer Attitudes, Comparative Analysis, International Programs, Career Readiness, Curriculum Design, Preservice Teachers, College Curriculum |
| Geographic Terms: | Australia, Finland, New Zealand, United Kingdom (England) |
| ISSN: | 0313-5373 1835-517X |
| Abstract: | Provision of quality early childhood education and care (ECEC) supports children's learning with strong agreement that early childhood teachers (ECTs) are central to quality provision. In many countries, it is mandatory that ECEC services employ ECTs. However, Australian ECT employers report that early childhood graduates are not always well-prepared to work in ECEC settings. This may be because what constitutes optimal early childhood initial teacher education programs (EC ITE) is unclear. To investigate the design of EC ITE programs this research reports on (1) design of EC ITE programs across international contexts; and (2) 19 Australian ECT employers' perspectives on EC ITE program design. Findings indicate little consensus on the design of EC ITE programs, with inconsistencies across and within countries. Australian employers identified shortcomings in graduates knowledge. This research highlights recommendations to understand how programs prepare ECTs, by conducting research tracking preservice teachers from EC ITE programs into ECEC teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1370059 |
| Database: | ERIC |
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