‘We’re just touching the surface’: Australian university lecturers’ experiences of teaching theories of child development in early childhood teacher education programs

Abstract

ABSTRACT Three Australian Government reports released between 2011 and 2017 highlight a child development theory–practice gap in Australian early childhood initial teacher education. This qualitative study explores what informs university lecturers’ teaching of child development theory in tertiary programmes. Grounded in Interpretative Phenomenological Analysis, four themes are discussed from a Freirean inspired perspective. According to those interviewed, institutional culture and the practice focus of regulatory bodies strongly informs the teaching of child development with systemic practices often experienced as oppressive. The minimisation of early childhood content in combined early childhood/primary degrees also informed practice, but fostered a sense of marginalisation for many. Liberation was also evident as participants indicated that, despite many challenges, professional values, including commitment, tenacity and respect, informed their teaching practice. Implications for Australian universities and regulatory bodies are discussed with findings serving as a case example with international applicability to tertiary education policy and practice review.