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Teachers' Professional Agency in a Centralisation-Decentralisation System and a Hierarchical Cultural Context: The Case of Hong Kong
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Josephine Lau; Katja Vähäsantanen; Kaija Collin – Pedagogy, Culture and Society, 2024
Teachers are frontline actors in actualising educational innovations. In some contexts, teachers' professional agency is undervalued. This study investigated teachers' agency and its related workplace affordances in Hong Kong, which features a centralised-decentralisation education governance system, and a hierarchical work culture. The study was…
Descriptors: Foreign Countries, Professional Autonomy, Cultural Context, Vertical Organization
Primary + Early Childhood = Chalk and Cheese? Tensions in Undertaking an Early Childhood/Primary Education Degree
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Boyd, Wendy; Newman, Linda – Australasian Journal of Early Childhood, 2019
There is well-established evidence that the quality of early childhood education workforce impacts upon children's learning. Attracting qualified teacher graduates to work in early childhood centres is an essential component towards the provision of quality care. Significant investment by the Australian Government has been made to prepare early…
Descriptors: Early Childhood Teachers, Educational Quality, Work Environment, Teacher Education Programs
A Vocation or a Career: The Perspectives of BA. ECEC Graduates about Accessing Employment and Working in the Early Years Sector in Ireland
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Moloney, Mary – Irish Educational Studies, 2015
Caring for and educating young children is highly skilled and complex, and is dependent upon the educator's education and training, work environment, salary and work benefits. This paper which draws upon two annual BA ECEC Graduate Occupational Profile Surveys undertaken in 2013 and 2014, explores the perceptions of graduates about seeking…
Descriptors: Foreign Countries, College Graduates, Early Childhood Education, Student Attitudes