scholarly journals The power of credit in securing professional teacher status for teaching assistants and early years practitioners

2017 ◽  
Vol 19 (3) ◽  
pp. 31-41
Author(s):  
Ruth Miller
Keyword(s):  
Teaching Assistants ◽  
Early Years ◽  
Professional Teacher ◽  
Teacher Status

eye brings you another batch of the latest products and books on offerDeveloping Early Maths Through Story by Marion Leeper (ISBN: 9781909280762). Paperback. £18.99. Published by Practical Pre-School Books. Tel: 01722 716935; [email protected] Review by Martine HorvathEarly Years Teacher's Book: Achieving Early Years Teacher Status by Leonie Abrahamson (ISBN: 9781473905726). Paperback. £24.99 Published by Learning Matters/SAGE Publications Ltd. www.sagepublications.com; Tel: 020 73248500 Review by Martine HorvathAn Encounter with Reggio Emilia by Linda Kinney and Pat Wharton (ISBN: 9781138808973). Paperback. £26.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Martine HorvathPicture booksEnglish as an Additional Language in the Early Years by Malini Mistry and Krishna Sood (ISBN: 9780415812711). Paperback. £24.99. Published by Routledge. www.routledge.com/education; orders via 01235 400400; [email protected] Review by Martine HorvathPlanning for Learning Through Winter by Rachel Sparks Lindfield and Penny Coltman (ISBN: 9781909280816). Paperback. £9.99. Published by Practical Pre-School Books. Tel: 01722 716935; [email protected] Review by Martine HorvathInclusive Practice by Anne Rogers (ISBN: 9781909280724). Paperback. £21.00. Published by Practical Pre-School Books. Tel: 01722 716935; [email protected] Outdoors with the Meek Family by Tim, Kerry, Amy and Ella Meek (ISBN: 9780711236950). Paperback. £13.99. Published by Frances Lincoln Children's Books. Tel: 020 7284 9300; www.franceslincoln.co.uk/ [email protected] Review by Neil Henty

2015 ◽  
Vol 17 (5) ◽  
pp. 46-50
Keyword(s):  
Reggio Emilia ◽  
Early Years ◽  
Children's Books ◽  
Children’S Books ◽  
School Books ◽  
Teacher Status

scholarly journals Leadership in early childhood education: The case for pedagogical praxis

2018 ◽  
Vol 20 (1) ◽  
pp. 23-34 ◽  
Author(s):  
Ioanna Palaiologou ◽  
Trevor Male
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Early Years ◽  
Childhood Education ◽  
Ideological Struggle ◽  
Education And Care ◽  
Curriculum Reforms ◽  
Predominately Female ◽  
Teacher Status

In this conceptual article, the authors examine the context of early childhood education and care in England and the underpinning predominant ideologies to explore how these impact on the framing of leadership. The English context entails several contradictions (antinomies) at ontological, epistemological and axiological levels, and is heavily influenced by an ideological struggle concerning the value of play within the sector as opposed to a climate of child performativity. Moreover, the predominately female workforce (a factor itself) has faced relentless changes in terms of qualifications and curriculum reforms in recent years. With the introduction of the graduate leader qualification (Early Years Teacher Status), a vast body of research has been seeking to conceptualise what leadership means for early childhood education and care. In this article, the authors argue that these attempts are helpful and contribute to this discourse of leadership, but it needs to be thought of not only abstractly, but also practically. Thus, the authors conclude, the (re)conceptualisation of leadership should locate it as pedagogical praxis after evaluating the inherent deep dispositions of leaders in conjunction with their history, surrounding culture and subjective perspectives/realities.

scholarly journals The Messiness of Ethics in Education

2021 ◽  
Author(s):  
Johanna Cliffe ◽  
Carla Solvason
Keyword(s):  
Professional Practice ◽  
Subject Matter ◽  
Teaching Assistants ◽  
Early Years ◽  
Deleuze And Guattari ◽  
Political Literature ◽  
Ethical Identity ◽  
The Subject ◽  
And Training

AbstractThis article considers the multifaceted concept of ethics and how, despite being a familiar notion within education, it is still much contested within literature and professional practice. Drawing on postmodern, feminist and political literature, the authors explore (re)conceptualisations of ethics and ethicality in relation to ethical identity, professionalism and practice. Applying philosophical and metaphorical tools, such as the rhizome and nomad (Deleuze and Guattari, 1987), the authors suggest there is the potential to accommodate the multiple and often divergent facets of ethics, thereby engaging with different ethical possibilities. It is argued that the propensity for reducing ethics to merely procedural protocols and guidelines marginalises the richness of ethics and, all too frequently, leaves practitioners ill-equipped to navigate the reality of day-to-day ethics.The article is positioned within the field of early years (EY) practice and training EY practitioners. This reflects the authors’ own specialism but also celebrates the propensity of the EY practitioner to reflect upon, question and challenge their own practice and ethical identities. This does not reduce the applicability of the subject matter which is relevant to educators of children of any age. The term ‘practitioner’ is used throughout to refer to any adult working with children in an educative role, this includes, but is not limited to nursery nurses, teachers or teaching assistants.

Sign in / Sign up

Export Citation Format

Share Document