Spiritual and Religious Capabilities for Catholic Schools

The Australian Curriculum articulates the role of general capabilities across all learning areas in the schooling years. The function of these general capabilities is to ensure that students have the dispositions and skills that provide for deep learning and the ability to function successfully in the 21st Century. Within Catholic schools, these same general capabilities apply. Catholic schools, in recognising the mission of the Church, are however, called to ensure that not only are students able to participate in the 21st Century context, but that they are able to evangelise through the integration of faith, life and culture. This article acknowledges the distinctive nature of the Catholic school by proposing that both spiritual and religious capabilities feature amongst these general capabilities

Shall we play us and them or all together now? Leadership opportunities for cohesiveness and unity within a fractured Western Australian Early Childhood Education Sector

This paper presents the qualitative and quantitative findings of a research project that examines the perceptions and expectations held by pre-service teachers regarding the Childcare sector. It presents the experience based position of a group of pre-service teachers both before and after their exposure to practice within Childcare following a ten week practicum. It offers a contribution to the evolving body of research relevant to a recent Government decision that requires the employment of qualified teachers in all Childcare Services by 2014. This decision came about as a response to the 2006 report by the Organisation of Economic Cooperation and Development (OECD), Starting Strong II, which stated the need for Australia to improve consistency and quality in their early years education sector. A mixed methods approach was employed. Thirty students in their third year of a four year teaching degree at The University of Notre Dame, Australia were surveyed and interviewed before and after embarking on a ten week practicum within the Childcare sector. The data gathered in this study provides a platform for the papers comparative discussion on their pre and post perceptions and expectations of the Childcare sector. Both data sets reveal interesting findings in relation to the impact of exposure to Childcare practice on pre-service teacher’s perceptions of Childcare. The qualitative data also sheds lights on the way in which their perspectives changed, and the reasons for the changes. A key finding was the sense of separation that the pre-service teachers felt. As educators that would soon be qualified teachers, they experienced a distinct sense of being outsiders within Childcare. They felt that the policy requiring the employment of a qualified teacher within Childcare was resented by those who have devoted their careers to the Childcare sector to date. This resentment manifested itself in many varied ways, some more negative than others. The overwhelming feeling that the resentment was not being managed well by leaders within the sector was also keenly felt. This leads us to the inevitable question of how greater cohesiveness and unity can be brought to a Childcare sector that includes qualified teachers. Such cohesiveness is essential for harmony within individual centres. However, more importantly, such harmony is essential in the lives of the young children whom they serve

We are all educators...or are we? Changes in perceptions of the childcare sector by Australian pre-Service teachers following professional exposure to educational practice within childcare settings

This paper presents the findings of a research project investigating the perceptions and expectations held by pre-service teachers regarding the childcare sector. It presents the views of a group of pre-service teachers both before and after their exposure to practice within childcare following a ten week practicum. The personal experiences of the research participants impacted greatly on their evolutionary understanding of and attitude towards the Childcare Sector. It offers a contribution to the developing body of research relevant to the Australian Government policy that requires qualified teachers to be employed in Childcare Services by 2014. This policy evolved as a response to the 2006 report by the Organisation of Economic Cooperation and Development (OECD), Starting Strong II, which clearly illustrated the need for Australia to make changes within the early childhood sector to improve consistency and quality in the early years. Pre-Service Teachers in their third year of a four year teaching degree at The University of Notre Dame, Australia were interviewed before and after embarking on a ten week practicum within the childcare sector. Thematic analysis of the data produced several key concepts that illuminated issues of identity conflict across the care and education divide. The data gathered in this study provides a platform for the paper’s comparative discussion on their pre and post perceptions and expectations of the Childcare sector. Both data sets reveal interesting findings in relation to the impact of exposure to childcare practice on pre-service teacher’s perceptions of childcare. The qualitative data also sheds lights on the way in which their perspectives changed, and the reasons for the changes. Identity issues were identified within each phase of the data. Issues pertaining to identity feature strongly within the findings of the study. Individual pre-service teachers experienced wildly different emotions during their Childcare practicums. Where there was harmony, their perception of Childcare Workers as educators was very strong. Conversely, where conflict or tension formed part of the experience, the discourse on the educational identity of Childcare Workers was markedly different. The data exposes an evolving identity crisis within the sector. Between educators who care and carers who educate there lies a tale of division within our Early Childhood Community. The authors analyse this finding through the lens of professional identity and argue for the need for unity within the sector. Unity in mutual respect for the contribution of the other within a paradigm of holism and educare is vital. Divisions across identity lines weaken the sector as a collective whole and prevent the emergence of opportunities for all involved to work collaboratively to develop a better deal for Australia’s children. This paper makes a necessary contribution to the current research context where research on perspectives of teacher-educators within Childcare is limited. It is particularly pertinent in the context of Australia’s implementation of the policy requiring a qualified teacher to be employed within childcare settings from 2014 onwards

Educator identities. Emerging issues within personal and professional identities: Changes experienced by Australian pre-service teachers following professional exposure to educational practice within childcare settings

This paper presents the findings of a research project investigating the perceptions and expectations held by pre-service teachers regarding the childcare sector. It presents the views of a group of pre-service teachers both before and after their exposure to practice within childcare following a ten week practicum. The personal experiences of the research participants impacted greatly on their evolutionary understanding of and attitude towards the childcare sector. Thematic analysis of the data produced several key concepts that illuminated issues of identity conflict across the care and education divide. This paper makes a necessary contribution to the current research context where research on perspectives of teacher-educators within childcare is limited. It is particularly pertinent in the context of Australia’s implementation of the policy requiring a qualified teacher to be employed within childcare settings from 2014 onwards

Teachers who care and carers who educate. Professional status issues and differences in pay and conditions are resulting in a tale of division within our Early Childhood Community

This paper presents the findings of a research project that investigated the views of a group of pre-service teachers both before and after their exposure to practice within professional Childcare. A mixed methods approach was employed. Thirty students in their third year of a four year teaching degree at The University of Notre Dame, Australia were surveyed and interviewed before and after embarking on a ten week practicum within the Childcare sector. A key finding of the study was that there is currently great division within the Western Australian Early Childhood Education sector. This division has arisen following a recent Government policy decision that requires qualified teachers to be employed in Childcare Services by 2014. However, the current lead educators within these care based settings are resentful of the implication that qualified teachers are needed to improve consistency and quality in the early years. This resentment coupled with the lower levels of pay and conditions within Childcare settings in comparison to schools serves to make Childcare an unattractive prospect for qualified teachers. However, when the reasons for the resentment are explored, they expose an inequity of status that challenges the identity of those on both sides of the divide within what should be a community… a community of educators with the shared goal of supporting the holistic education of Western Australia’s youngest children. This paper makes a necessary contribution to the current research context where research on perspectives of teacher-educators within Childcare is limited. It is particularly pertinent in the context of the implementation of the policy requiring a qualified teacher to be employed within Childcare settings from 2014 onwards. The central message of the research is that this community needs healing and support in order to move beyond the power struggle to be free to educate children within their related and equally important spheres of expertise

Who am I in the eyes of the world? A comparative study of Pre-Service Teachers\u27 perceptions of Early Childhood Educators\u27 professional status in their community. Australian and American perspectives

This research provides an insight into the perceptions held by pre-service teachers on the professional status of early childhood educators in their community. As a comparative study, it presents results from both Australian and American perspectives. It is the first research of its kind in studying pre-service teachers’ perceptions of ECEC teacher’s status in relation to the Australian context or in comparing perspectives from Australia and the USA. The paper illuminates on two main points. It presents findings on multiple level pre-service teachers’ perceptions of early childhood educators’ professional status in their community and also examines how the perceptions gathered from pre-service teachers in Australia compare to those from America, opening the field for cultural and policial analysis and discourse. This study’s significance is deepened within the Australian political landscape as it comes at a time when the Early Childhood Education and Care sector has implemented a new quality framework which prioritises teaching qualifications. The comparative aspect of the study thereby provides rich opportunity for cross cultural analysis in relation to how Early Childhood Educators are viewed within their own broader educational community membership