Engaging with ambivalence: The neglect of early childhood teacher education in initial teacher education reform in Australia

Book chapter

Nuttall, Joce. (2018). Engaging with ambivalence: The neglect of early childhood teacher education in initial teacher education reform in Australia. In In C. Wyatt-Smith and L. Adie (Ed.). Innovation and accountability in teacher education: Setting directions for new cultures in teacher education pp. 155 - 169 Springer Nature. https://doi.org/10.1007/978-981-13-2026-2_10
AuthorsNuttall, Joce
EditorsC. Wyatt-Smith and L. Adie
Abstract

Policy reforms in initial teacher education in Australia have typically omitted the early childhood sector. This chapter adopts a cultural-historical perspective to explain this persistent neglect. Obvious explanations, such as the location of early childhood education outside the compulsory education sector, are noted. It then argues that recent policy attention to early childhood education internationally makes this neglect increasingly difficult for teacher education policy-makers to sustain. Five emerging dimensions of teaching in the early childhood sector in Australia, including regulatory demands to increase the supply of degree-qualified teachers, are offered as evidence for the likelihood of teacher education policy reform reaching into early childhood education in the near future. The chapter concludes with proposals for research directions urgently needed to inform such reforms.

Page range155 - 169
Year2018
Book titleInnovation and accountability in teacher education: Setting directions for new cultures in teacher education
PublisherSpringer Nature
Place of publicationSingapore
SeriesTeacher education, learning innovation and accountability
ISBN9789811320262
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-13-2026-2_10
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
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