Learner engagement under the ‘regulatory gaze’: possibilities for re-positioning early childhood pre-service teachers as autonomous professionals

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dc.contributor.authorJovanovic, Jessie
dc.contributor.authorFane, Jennifer
dc.date.accessioned2017-11-03T04:26:37Z
dc.date.available2017-11-03T04:26:37Z
dc.date.issued2016-02-06
dc.description“This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years on 6 Feb 2016, available online: http://www.tandfonline.com/10.1080/09575146.2015.1124006”en
dc.description.abstractIn a climate of increasing regulation within the early childhood education and care services (ECECS), and the greater re-positioning of professionals within public sectors, this article seeks to extend the literature surrounding risk and regulation in early childhood. In efforts to ‘push back’ against the ‘regulatory gaze’ in the ECECS, we investigate the role that learner engagement in initial teacher education can play in empowering early childhood pre-service teachers (PSTs) as professionals. This question is explored in the reporting of the findings from an action research study which redesigned a semester-long teacher education topic to draw on PSTs’ self-knowledge, applied experience and content choice, to go beyond the meeting of minimum credential requirements. Data were derived from sequential student evaluations and topic coordinators’ reflections and subsequent analysis highlights significant insights in relation to student teachers’ understanding of professionalism and their role within the ECECS. The implications of this re-positioning of PSTs’ developing sense of professionalism amidst increasing regulation are discussed.en
dc.identifier.citationJovanovic, J., & Fane, J. (2016). Learner engagement under the “regulatory gaze”: possibilities for re-positioning early childhood pre-service teachers as autonomous professionals. Early Years, 36(2), 148–164. https://doi.org/10.1080/09575146.2015.1124006en
dc.identifier.doihttps://doi.org/10.1080/09575146.2015.1124006en
dc.identifier.issn0957-5146
dc.identifier.urihttp://hdl.handle.net/2328/37665
dc.language.isoen
dc.oaire.license.condition.licenseIn Copyright
dc.publisherTaylor & Francis Groupen
dc.rights© 2016 TACTYCen
dc.rights.holderTACTYCen
dc.subjectBeck,en
dc.subjectRisk Theoryen
dc.subjectLearner engagementen
dc.subjectLearner engagementen
dc.subjectEarly childhood teacher educationen
dc.titleLearner engagement under the ‘regulatory gaze’: possibilities for re-positioning early childhood pre-service teachers as autonomous professionalsen
dc.typeArticleen
local.contributor.authorOrcidLookupJovanovic, Jessie: https://orcid.org/0000-0002-3489-9312en_US
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