Perspectives on Teachers’ Work in Australian Early Childhood Education and Care Settings: Evidence and Ecology

Harper, E; McGrath-Champ, S; Wilson, R

Perspectives on Teachers’ Work in Australian Early Childhood Education and Care Settings: Evidence and Ecology

Harper, E McGrath-Champ, S Wilson, R

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Publisher:: Springer Nature
Publication Type:: Journal Article
Citation:: Early Childhood Education Journal, 2024, pp. 1-14
Issue Date:: 2024-01-01

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Field	Value	Language
dc.contributor.author	Harper, E
dc.contributor.author	McGrath-Champ, S
dc.contributor.author	Wilson, R https://orcid.org/0000-0002-2550-1253
dc.date.accessioned	2024-11-14T06:49:03Z
dc.date.available	2024-11-14T06:49:03Z
dc.date.issued	2024-01-01
dc.identifier.citation	Early Childhood Education Journal, 2024, pp. 1-14
dc.identifier.issn	1082-3301
dc.identifier.issn	1573-1707
dc.identifier.uri	http://hdl.handle.net/10453/181912
dc.description.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.
dc.language	en
dc.publisher	Springer Nature
dc.relation.ispartof	Early Childhood Education Journal
dc.relation.isbasedon	10.1007/s10643-024-01745-2
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1301 Education Systems
dc.subject.classification	Education
dc.subject.classification	3903 Education systems
dc.subject.classification	5201 Applied and developmental psychology
dc.title	Perspectives on Teachers’ Work in Australian Early Childhood Education and Care Settings: Evidence and Ecology
dc.type	Journal Article
utslib.for	1301 Education Systems
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Business
pubs.organisational-group	University of Technology Sydney/Faculty of Business/Management Discipline
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2024-11-14T06:49:02Z
pubs.publication-status	Published

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.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/181912