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

dc.contributor.author Jovanovic, Jessie
dc.contributor.author Fane, Jennifer
dc.date.accessioned 2017-11-03T04:26:37Z
dc.date.available 2017-11-03T04:26:37Z
dc.date.issued 2016-02-06
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.abstract In 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.citation Jovanovic, 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/10.1080/09575146.2015.1124006 en
dc.identifier.doi https://doi.org/10.1080/09575146.2015.1124006 en
dc.identifier.issn 0957-5146
dc.identifier.uri http://hdl.handle.net/2328/37665
dc.language.iso en
dc.publisher Taylor & Francis Group en
dc.rights © 2016 TACTYC en
dc.rights.holder TACTYC en
dc.rights.license In Copyright
dc.subject Beck, en
dc.subject Risk Theory en
dc.subject Learner engagement en
dc.subject Learner engagement en
dc.subject Early childhood teacher education en
dc.title Learner engagement under the ‘regulatory gaze’: possibilities for re-positioning early childhood pre-service teachers as autonomous professionals en
dc.type Article en
local.contributor.authorOrcidLookup Jovanovic, Jessie: https://orcid.org/0000-0002-3489-9312 en_US
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Jovanovic_Learner_AM2016.pdf
Size:
527.25 KB
Format:
Adobe Portable Document Format
Description:
Publisher version
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.84 KB
Format:
Item-specific license agreed upon to submission
Description: