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Who’s Swallowing the Action Now: Classroom Ready Teachers Report? Discussing, Understanding, and Wondering

by Kirsten Agius, Jenny Aitken, Mindy Blaise, Kelly Boucher, Catherine Hamm, Jeanne Marie Iorio, Brenda Lovell & John McCartin - May 18, 2015

The Early Childhood Discipline Group at Victoria University in Melbourne, Australia dissects the Action Now: Classroom Ready Teachers report released by the Teacher Education Ministerial Advisory Group, questioning how the recommendations were developed and raising concern for the report's lack of focus on early childhood teacher education.

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Cite This Article as: Teachers College Record, Date Published: May 18, 2015
https://www.tcrecord.org ID Number: 17971, Date Accessed: 6/15/2021 12:57:32 PM

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About the Author
  • Kirsten Agius
    Victoria University
    E-mail Author
    KIRSTEN AGIUS is the Course Coordinator of the Bachelor of Education in Early Childhood/Primary teaching at Victoria University. Her research interests are in children’s rights, advocacy, social justice, mentoring, leadership and reflective practice.
  • Jenny Aitken
    Victoria University
    E-mail Author
    JENNY AITKEN lectures in the Bachelor of Education (Early Childhood and Primary) course at Victoria University. Jenny is a doctoral student with a passion for hearing the pre-service teacher perspective; her doctoral research is a narrative study conducted with new to the field early childhood and primary teachers exploring personal and course related experiences in regards to family engagement.
  • Mindy Blaise
    Victoria University
    E-mail Author
    MINDY BLAISE is a Professor in Early Childhood Education and the Discipline Group Leader of an unruly group of ‘early child hoods ’ at Victoria University. Her background in the early years, interest in feminist theory, and experiences with ‘place’ influence how she approaches research. She is a founding member of the Common World Childhoods Research Collective (http://commonworlds.net/).
  • Kelly Boucher
    Victoria University
    E-mail Author
    KELLY BOUCHER is an arts specialist with broad and varied experience teaching in both the arts and education sectors. Her research interests include extended, inquiry-based projects where children are studio-based practitioners and co-collaborators in research, sustainability in Early Childhood through architecture and the design of place and the agency of materials and resources. In her own studio-based arts practice she engages with materials and processes typically used in Early Childhood settings to explore ideas about identity, belonging and place.
  • Catherine Hamm
    Victoria University
    E-mail Author
    CATHERINE HAMM is an early career researcher in the College of Education at Victoria University in Melbourne, Australia. Her doctoral study investigated the connections between teacher identity and curriculum practices in early childhood. Catherine has a strong commitment to social justice and is interested in exploring the ways in which localized, specific Aboriginal knowledges can inform reconciliation pedagogies in early childhood education.
  • Jeanne Marie Iorio
    Victoria University
    E-mail Author
    JEANNE MARIE IORIO is a Senior Lecturer in Early Childhood Education at Victoria University. Her interests in disrupting and rethinking accepted early childhood practices inform her research and writing. Being sassy frames her teaching, research, and writing style and can be found most recently in her edited text (with Will Parnell) Rethinking Readiness in Early Childhood Education: Implications for Policy and Practice (2015).
  • Brenda Lovell
    Victoria University
    E-mail Author
    BRENDA LOVELL is a lecturer at Victoria University in the College of Education: Early Years/Primary. She focuses on the Early Years Physical Education and motor development area and also teaches and develops the Year 3 students as they prepare for the Preschool/kindergarten placement. Brenda is currently undertaking her PhD involving an investigation of the influence of a wakeful prone, vestibular activity program on early infancy motor development.
  • John McCartin
    Victoria University
    E-mail Author
    JOHN MCCARTIN is a lecturer in early childhood education at Victoria University. His research interests include school transition, mentoring for graduate early childhood teachers and the development of preschool children’s social and emotional skills.
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