Calling for mentoring: Early childhood student teachers' experience and concerns on leadership roles in Australia

• 발행기관: The Pacific Early Childhood Education Research Association(환태평양유아교육연구학회)
• 저자명: Angel Mok
• 간행물 정보: 『Asia-Pacific journal of research in early childhood education』Vol.19 No.2, 53~76쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2025.05.01

국문 초록

In Australia, early childhood teachers (ECTs) are often required to take up leadership responsibilities soon after appointment. Since 2017, early career ECTs have been required to seek professional accreditation at the proficient (graduate) level (The Australian Professional Standards for Teachers), although their position often demands they take up leadership responsibilities at a higher level. This anomalous gap, plus our concerns about the lack of transitional support for final-stage early childhood preservice teachers led to a pilot study that examined the perceptions and concerns about leadership roles of graduating ECTs. Guided by social constructionist theory and a qualitative methodology, data were collected with this student cohort plus two current ECE directors via an online professional learning program, focus groups, and surveys. This paper reports participants’ perceptions of leadership enactment and students’ concerns about their future role as ECTs. The gap between the expectations of new ECT graduates and the actual leadership responsibilities they may assume is also interrogated. This paper argues that increased mentoring support from both federal and state/territory government levels and management bodies is urgently needed to promote the leadership capacities of early-career ECTs.

목차

Introduction

Literature Review: Early Childhood Education Leadership

Early Childhood Graduates in Australia: Expectations and Responsibilities

Methodology

Results and discussion

Conclusion

References

키워드

early childhood leadership mentoring early childhood teacher education preservice teachers transition