Robyn Babaeff
Datos Biográficos
| ID | 5848396 |
|---|---|
| NOMBRE | Robyn Babaeff |
| NOMBRES | Robyn |
| APELLIDO | Babaeff |
| FIRMA | BABAEFF R |
| AFILIACIONES | Monash University |
| ORCID | 0000-0002-7757-7487 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Basic education headteacher leadership in Ghana
This review examines the landscape of Ghana's Basic Education (BE) Headteacher Leadership (HTL) literature, revealing essential insights from empirical studies conducted between 1994 and 2022. It originated from the lack of a systematic review summarizing evidence on HTL training, preparation, and practices implemented across the sector. However, research shows Ghana does not provide formal HTL training programs for BE Headteachers before recruit…
Ghana's basic education Headteacher leadership
Professionalism and everyday practices in early childhood education and care
Notions of professionalism are central to how EC teachers enact practice. We explore how a group of Singaporean early childhood education and care (ECEC) pre-service teachers (PSTs) understand the notion of professionalism in this paper, drawing on their identity text work. The analysis is grounded by de Certeau’s thinking on the practice of everyday life, examining ideas about space, strategies and tactics. Findings show that PSTs’ notions of pr…
Sedimented professional identities
A shifting notion in the field of early childhood education (ECE) is what it is to be a ‘professional’. This paper examines third-year early childhood undergraduate pre-service teachers (PSTs) developing understandings of notions of ‘professionalism’ as expressed through identity texts. PSTs develop knowledge of standards, frameworks and policies that impact on their professional work and undertake a review of legislative requirements. As a count…
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Sedimented professional identities
A shifting notion in the field of early childhood education (ECE) is what it is to be a ‘professional’. This paper examines third-year early childhood undergraduate pre-service teachers (PSTs) developing understandings of notions of ‘professionalism’ as expressed through identity texts. PSTs develop knowledge of standards, frameworks and policies that impact on their professional work and undertake a review of legislative requirements. As a count…
Professionalism and everyday practices in early childhood education and care
Notions of professionalism are central to how EC teachers enact practice. We explore how a group of Singaporean early childhood education and care (ECEC) pre-service teachers (PSTs) understand the notion of professionalism in this paper, drawing on their identity text work. The analysis is grounded by de Certeau’s thinking on the practice of everyday life, examining ideas about space, strategies and tactics. Findings show that PSTs’ notions of pr…
Ghana's basic education Headteacher leadership
Basic education headteacher leadership in Ghana
This review examines the landscape of Ghana's Basic Education (BE) Headteacher Leadership (HTL) literature, revealing essential insights from empirical studies conducted between 1994 and 2022. It originated from the lack of a systematic review summarizing evidence on HTL training, preparation, and practices implemented across the sector. However, research shows Ghana does not provide formal HTL training programs for BE Headteachers before recruit…
Pedagogy (4 obras) · Sociology (4 obras) · Political science (3 obras) · Psychology (3 obras) · Teacher Education and Leadership Studies (3 obras) · Developmental psychology (2 obras) · Early childhood (2 obras) · Early childhood education (2 obras) · Early Childhood Education and Development (2 obras) · Public relations (2 obras)