Knowledgeable and qualified early childhood teachers: Tensions, constraints, and possibilities

Authors

DOI:

https://doi.org/10.26686/nzaroe.v28.8626

Keywords:

teacher qualifications, professional learning, early childhood education

Abstract

The Early Learning Action Plan 2019-2029 (Ministry of Education, 2019b) Objective 3 is “Teaching staff and leaders are well qualified, diverse, culturally competent and valued” (p. 3). Tensions, constraints, and possibilities arise from analysing historical developments and positionings of early childhood teacher knowledge amongst policy aimed to provide well qualified and valued teaching staff. We advocate for investment in what we conceptualise as ‘knowledgeable teachers’ who educate children at the most important time of their lives.

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Author Biographies

Alexandra Gunn, University of Otago

Alexandra C. Gunn (EdD) is Professor of Education at the University of Otago College of Education | Te Kura Ākau Taitoka, Dunedin | Ōtepoti, Aotearoa New Zealand. An early childhood teacher by profession, Alex teaches and conducts research into many aspects of early childhood education and teacher education, curriculum, inclusion and issues of gender and sexuality.

Helen Hedges, University of Auckland

Helen Hedges (Ph.D) is Professor of Early Childhood Education at the University of Auckland | Waipapa Taumata Ra, Tamaki Makaurau, Aotearoa New Zealand. Helen’s research programme explores children’s and teachers’ knowledge, interests and learning. She was privileged to be a member of the team that refreshed Te Whāriki in 2016-2017.

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Published

2023-11-21

Issue

Vol. 28 (2022): New Zealand Annual Review of Education

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