Early childhood teachers coping with educational change
Document Type
Journal Article
Publisher
Early Childhood Australia
Faculty
Faculty of Education and Arts
School
School of Education / Fogarty Learning Centre
RAS ID
5642
Abstract
This paper describes a study of early childhood teachers' (educators of children aged four--eight years in school settings) perceptions of key factors which impact on their ability to cope with the implementation of mandated educational change in the workplace. Using qualitative methodology including surveys, focus groups and in-depth interviews, this study revealed that early childhood teachers' attitudes and approaches to change impacted on their active engagement and continuance in their profession, as did the support they received from work colleagues and line managers. In addition, access to information and professional development sessions, as well as involvement in and ownership of the change process, further contributed to how they coped during implementation of educational change.
Comments
Kilgallon, P., Maloney, C., & Lock, G. (2008). Early childhood teachers coping with educational change. Australian Journal of Early Childhood, 33(1), 23-30. Available here