Aiming for agency. The effects of teacher education on the development of the expertise of early childhood teachers

Arda M. G.  Oosterhoff; Ineke C. E.  Oenema-Mostert; Alexander E. M. G.  Minnaert

doi:10.1016/j.tate.2020.103176

Aiming for agency. The effects of teacher education on the development of the expertise of early childhood teachers

Arda M. G. Oosterhoff^*, Ineke C. E. Oenema-Mostert, Alexander E. M. G. Minnaert

^*Corresponding author for this work

Developmental and behavioural disorders in education and care: assessment and intervention

Research output: Contribution to journal › Article › Academic › peer-review

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Abstract

Researchers worldwide have emphasized the critical role of teacher education in preparing teachers to respond in a professional manner to the prevailing discourse of accountability. We aimed to investigate the influence of initial teacher training programmes on agency, as part of the professional autonomy of early childhood teachers, vis-à-vis their impacts on teachers’ specific professional expertise. Drawing on qualitative data, we elucidate the vital role of early childhood teachers’ expertise in fostering their agency and the importance of teacher education for the development of this expertise. A quantitative follow-up study supports the qualitative findings. Implications for practice are discussed.

Original language	English
Article number	103176
Number of pages	14
Journal	Teaching and Teacher Education
Volume	96
Early online date	14-Aug-2020
DOIs	https://doi.org/10.1016/j.tate.2020.103176
Publication status	Published - Nov-2020

Keywords

Agency
Early childhood
Teacher education
Expertise

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Aiming for agency. The effects of teacher education on the development of the expertise of early childhood teachersFinal publisher's version, 1.02 MBLicence: Taverne

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AB - Researchers worldwide have emphasized the critical role of teacher education in preparing teachers to respond in a professional manner to the prevailing discourse of accountability. We aimed to investigate the influence of initial teacher training programmes on agency, as part of the professional autonomy of early childhood teachers, vis-à-vis their impacts on teachers’ specific professional expertise. Drawing on qualitative data, we elucidate the vital role of early childhood teachers’ expertise in fostering their agency and the importance of teacher education for the development of this expertise. A quantitative follow-up study supports the qualitative findings. Implications for practice are discussed.

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KW - Expertise

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Aiming for agency. The effects of teacher education on the development of the expertise of early childhood teachers

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Keywords

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