Silent policymakers in Aotearoa New Zealand: reflections on research of early childhood teacher views on policy, practicum and partnership

Andrew Gibbons,Samantha Chan,Marek Tesar,Sarah Steiner

doi:10.1080/23265507.2018.1461025

Andrew Gibbons, Samantha Chan + Show 2 more

Open Access

https://doi.org/10.1080/23265507.2018.1461025

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Abstract

ABSTRACTThis paper reports on the importance of the stories and perspectives of early childhood education Associate Teachers (ATs) at a time when there is considerable flux being experienced in the Aotearoa New Zealand early childhood sector, due in particular to the ongoing impact of changes in government funding policy, ongoing debates about pathways into the teaching profession, and an updated curriculum framework. The paper developed out of a research project that asked Associate Teachers (AT) about their views on the impact of recent national education policy changes. The views of ATs provide an influential voice for the sector, and particularly for teacher education providers through the student teacher practicum experience. Evidence and analysis of AT views provides insight into how the triadic of student, lecturer and practitioner can work together to support student teachers with their practicum experience in relation to the recent policy changes. A very small return rate for online questionnaire...

Highlights

In 2002 the New Zealand Government concentrated its efforts in promoting participation in high quality early childhood education (ECE) with the introduction of the Pathways to the future: Ngā huarahi Arataki strategic plan (Ministry of Education, 2002)
Researchers always hope for the highest possible levels of participation in their research projects
This includes projects that enable Associate Teachers (ATs) to collaborate with academics in a meaningful way, as agents, policymakers and partners with the academics, to support student teachers, and to shape the ECE field

Summary

Introduction

Any difficulties experiences can be seen, in the research on ECE teacher education, to impact on the quality of the qualification, and in this research ATs views on the impact of policy changes were researched in order to better understand both the possible implications for teacher education and the role that teacher education institutions might play in better supporting ATs. Given that the above complexities and concerns have a significant impact on each student teacher’s journey as well as on the ways in which teacher education intuitions and early childhood centre communities work together as an interconnected education and care community, this research was designed to share and value the concerns of ATs. The purpose of this research was to gather AT views on shifting policy and its implication for aspects of their professional experiences. We are not arguing against the value of teacher qualifications in theory, but we arguing that this value being taken for granted given, as noted above, concerns around the impact of the economic drivers of higher education (see for instance Stremmel et al, 2015)

Concluding comments

Findings

Notes on contributor