Identifying professional functionings of early childhood educators

References

• ABS [Asutralian Bearua of Statistics], 2013. Census of population and housing: Socio-Economic Indexes for Areas (SEIFA), Australia, 2011. Available from: http://www.abs.gov.au/ausstats/[email protected]/DetailsPage/2033.0.55.0012011?OpenDocument [Accessed 11 September 2017].
   Google Scholar
• ACECQA [Australian Children’s Education and Care Quality Authority], 2017. Guide to the national quality standard. Sydney: ACECQA.
   Google Scholar
• Arnold, L., 2002. Assessing professional behaviour: yesterday, today and tomorrow. Academic medicine, 77 (6), 502–515.10.1097/00001888-200206000-00006
   PubMed Web of Science ®Google Scholar
• Ball, S.J., 2003. The teacher’s soul and the terrors of performativity. Journal of education policy, 18 (2), 215–228.10.1080/0268093022000043065
   Web of Science ®Google Scholar
• Bourdieu, P., 1990. In other words: essays towards a reflexive sociology. Cambridge: Polity Press.
   Google Scholar
• Bourdieu, P. and Passeron, J.-C., 1990. Reproduction in education, society and culture. 2nd ed. London: Sage.
   Google Scholar
• Boynton, L., 2002. Professionalism and social responsibility: foundations of public relations ethics. Annals of the international communication association, 26 (1), 223–256.10.1080/23808985.2002.11679015
   Google Scholar
• Brock, A., 2012. Building a model of early years professionalism from practitioners’ perspectives. Journal of early childhood research, 11 (1), 27–44.
   Google Scholar
• Buckler, A., 2016a. Quality teaching and the capability approach: evaluating the work and governance of women teachers in rural sub-Saharan Africa. London: Routledge.
   Google Scholar
• Buckler, A., 2016b. Teachers’ professional capabilities and the pursuit of quality in sub-Saharan African education systems: demonstrating and debating a method of capability selection and analysis. Journal of human development and capabilities, 17 (2), 161–177.10.1080/19452829.2014.991706
   Web of Science ®Google Scholar
• Bullock, A. and Trombley, S., 1999. The new fontana dictionary of modern thought. London: Harper-Collins.
   Google Scholar
• Campbell, E., 2003. The ethical teacher. Maidenhead: Open University Press McGraw-Hill.
   Google Scholar
• Campbell, E., 2008. The ethics of teaching as a moral profession. Curriculum inquiry, 38 (4), 357–385.10.1111/j.1467-873X.2008.00414.x
   Web of Science ®Google Scholar
• CoAG [Council of Australian Governments], 2009. Investing in the early years: a national early childhood development strategy. Canberra: Australian Government.
   Google Scholar
• Connell, R., 2009. Good teachers on dangerous ground: towards a new view of teacher quality and professionalism. Critical studies in education, 50 (3), 213–229.10.1080/17508480902998421
   Google Scholar
• Cook, K., Corr, L., and Breitkreuz, R., 2016. The framing of Australian childcare policy problems and their solutions. Critical social policy, 36 (4), 1–22.
   Google Scholar
• Cross, M., Gale, T. and Mills, C., 2012. Pedagogic work as activity system: Social justice dispositions in practice. A paper presented at the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), 2-6 Dec 2012, the University of Sydney, Australia. Retrieved on 28 Feb 2018, from https://www.aare.edu.au/publications-database.php/6452/Pedagogic-work-as-activity-system:-Social-justice-dispositions-in-practice-
   Google Scholar
• Crotty, M., 1998. The foundations of social research: meaning and perspective in the research process. London: Sage.
   Google Scholar
• Curnow, C. and McGonigle, T.P., 2006. The effects of government initiatives on the professionalization of occupations. Human resource management review, 16, 286–292.
   Google Scholar
• Danielson, C., 2013. The framework for teaching: evaluation instrument. Princeton, NJ: The Danielson Group.
   Google Scholar
• DEEWR [Department of Education Employment and Workplace Relations], 2009. Belonging, being & becoming: the early years learning framework for Australia. Canberra: DEEWR.
   Google Scholar
• DET [Department of Education and Training, 2017. 2016 Early childhood education and care national workforce census. Melbourne: The Social Research Centre.
   Google Scholar
• Dewey, J. (1933). How we think. Lexington, MA: C.C. Hesth ( original work published in 1901).
   Google Scholar
• Elster, J., 1983. Sour grapes: studies in the subversion of rationality. Cambridge: Cambridge University Press.10.1017/CBO9781139171694
   Google Scholar
• Evans, L., 2008. Professionalism, professionality and the development of education professionals. British journal of educational studies, 56 (1), 20–38.10.1111/j.1467-8527.2007.00392.x
   Web of Science ®Google Scholar
• Evetts, J., 2006. Short note: the sociology of professional groups. Current sociology, 54 (1), 133–143.10.1177/0011392106057161
   Google Scholar
• Evetts, J., 2014. The concept of professionalism: professional work, professional practice and learning. In: S. Billett, et al., eds. International handbook of research in professional and practice-based learning. Dordrecht: Springer, 29–56.
   Google Scholar
• Gasper, D. and van Staveren, I., 2003. Development as freedom – and as what else? Feminist economics, 9 (2–3), 137–161.10.1080/1354570032000078663
   Web of Science ®Google Scholar
• Hargreaves, A., 2000. Four ages of professionalism and professional learning. Teachers and teaching, 6 (2), 151–182.10.1080/713698714
   Google Scholar
• Hargreaves, A. and Fullan, M., 2012. Professional capital: transforming teaching in every school. New York: Teachers College Press and Ontario Principals’ Council.
   Google Scholar
• Hart, C.S., 2013. Aspirations, education and social justice: applying Sen and Bourdieu. London: Bloomsbury.
   Google Scholar
• Hoadley, U. and Ensor, P., 2009. Teachers’ social class, professional dispositions and pedagogic practice. Teaching and teacher education, 25, 876–886.10.1016/j.tate.2009.01.014
   Web of Science ®Google Scholar
• Ingersoll, R.M., et al., 1997. Teacher professionalization and teacher commitment: a multilevel analysis. Washington, DC: U. S. Department of Education.
   Google Scholar
• Irine, S., et al., 2016. One in five early childhood educators plan to leave the profession. The Conversation. Available from: https://theconversation.com/one-in-five-early-childhood-educators-plan-to-leave-the-profession-61279 [Accessed 20 June 2917].
   Google Scholar
• Kahneman, D., 2011. Thinking, fast and slow. New York: Farrar, Straus and Giroux.
   Google Scholar
• Kennedy, A., 2007. Continuing professional development (CPD) policy and the discourse of teacher professionalism in Scotland. Research papers in education, 22 (1), 95–111.10.1080/02671520601152128
   Google Scholar
• Labaree, D.F., 1992. Power, knowledge, and the rationalization of teaching: a genealogy of the movement to professionalize teaching. Harvard educational review, 62 (2), 123–155.10.17763/haer.62.2.h73x7422v3166102
   Web of Science ®Google Scholar
• Labaree, D.F., 2010. Someone has to fail: the zero-sum game of public schooling. Cambridge, MA.: Harvard University Press.
   Google Scholar
• Mezirow, J., 1997. Transformative learning: theory to practice. New directions for adult and continuing education, 1997 (74), 5–12.10.1002/(ISSN)1536-0717
   Google Scholar
• Nolan, A., 2017. Effective mentoring for the next generation of early childhood teachers in Victoria, Australia. Mentoring & tutoring: Partnership in learning, 25 (3), 272–290.
   Web of Science ®Google Scholar
• Nolan, A. and Molla, T., 2016. Teacher professional learning in early childhood education: insights from a mentoring program. Early Years. An international research journal, 1–13. doi:10.1080/09575146.2016.1259212.
   Google Scholar
• Nolan, A. and Molla, T., 2017a. Teacher confidence and professional capital. Teaching and teacher education, 62 (1), 10–18.
   Web of Science ®Google Scholar
• Nolan, A. and Molla, T., 2017b. Teacher professional learning as a social practice: An Australian case. International studies in sociology of education. doi:10.1080/09620214.2017.1321968.
   Web of Science ®Google Scholar
• Nixon, J., 2011. Relationships of virtue: justice as practice. In: B. Lingard, J. Nixon and S. Ranson, eds. Transforming learning in schools and communities: the remaking of education for a cosmopolitan society. London: Continuum, 117–131.
   Google Scholar
• Nussbaum, M., 2000. Women and human development: the capabilities approach. Cambridge: Cambridge University Press.10.1017/CBO9780511841286
   Google Scholar
• Osgood, J., 2006. Deconstructing professionalism in early childhood education: resisting the regulatory gaze. Contemporary issues in early childhood, 7, 5–14.10.2304/ciec.2006.7.1.5
   Google Scholar
• PC [Productivity Commission], 2011. Early childhood development workforce. Melbourne: Commonwealth of Australia.
   Google Scholar
• Robeyns, I., 2005. The capability approach: a theoretical survey. Journal of human development, 6 (1), 93–117.10.1080/146498805200034266
   Google Scholar
• Schön, D.A., 1983. The reflective practitioner: how professionals think in action. New York: Basic Books.
   Google Scholar
• Schön, D.A., 1987. Educating the reflective practitioner: towards a new design for teaching and learning in the professions. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Schwartz-Shea, P. and Yanow, D., 2012. Interpretive research design: concepts and processes. New York: Routledge.
   Google Scholar
• SCSEEC [Standing Council on School Education and Early Childhood], 2012. Early years workforce strategy, 2012–2016. Melbourne: SESEEC.
   Google Scholar
• Sen, A., 1989. Development as capability expansion. Journal of development planning, 19, 41–58.
   Google Scholar
• Sen, A., 1987. The standard of living: The tanner lectures. Cambridge: Cambridge University Press.
   Google Scholar
• Sen, A., 1993. Capability and well-being. In: M. Nussbaum and A. Sen, eds. The quality of life. Oxford: Clarendon Press, 30–53.10.1093/0198287976.001.0001
   Google Scholar
• Sen, A., 1995. Gender inequality and theories of justice. In: M. Nussbaum and J. Glover, eds. Women, culture, and development: a study of human capabilities. Oxford: Clarendon Press, 259–273.10.1093/0198289642.001.0001
   Google Scholar
• Sen, A., 1999. Development as freedom. New York: Knopf.
   Google Scholar
• Sen, A., 2009. The idea of justice. Cambridge, MA: Belknap Press.
   Google Scholar
• Sockett, H., 1993. The moral basis for teacher professionalism. New York: Teachers College Press.
   Google Scholar
• Sullivan, W. M., 2005. Work and integrity: the crisis and promise of professionalism in America. 2nd ed. Sanford, CA: Jossey-Bass.
   Google Scholar
• Tao, S., 2013a. Investigating teacher capabilities in Tanzanian primary schools. In: B. Moon, ed. Teacher education and the challenge of development: A global analysis (pp. 129–149). Abingdon: Routledge.
   Google Scholar
• Tao, S., 2013b. Why are teachers absent? Utilising the capability approach and critical realism to explain teacher performance in Tanzania. International journal of educational development, 33 (1), 2–14.10.1016/j.ijedudev.2012.01.003
   Web of Science ®Google Scholar
• Van Manen, M., 1991. The tact of teaching: the meaning of pedagogical thoughtfulness. Albany: The State University of New York Press.
   Google Scholar
• Walker, M., 2012. Universities, professional capabilities and contributions to the public good in South Africa. Compare: a journal of comparative and international education, 42 (6), 819–838.10.1080/03057925.2012.685584
   Web of Science ®Google Scholar
• Watkins, J., 1999. Educating professionals: the changing role of UK professional associations. Journal for education and work, 12 (1), 37–56.10.1080/1363908990120103
   Google Scholar
• Wilensky, H., 1964. The professionalization of everyone. American journal of sociology, 70 (2), 137–158.10.1086/223790
   Web of Science ®Google Scholar
• Wolff, J. and de-Shalit, A., 2007. Disadvantage. Oxford: Oxford University Press.10.1093/acprof:oso/9780199278268.001.0001
   Google Scholar
• Yanow, D., 2006. Thinking interpretively: philosophical presuppositions and the human sciences. In: D. Yanow and P. Schwartz-Shea, eds. Interpretation and method: empirical research methods and the interpretive turn. Armonk: M. E. Sharpe, 5–26.
   Google Scholar