Exploring differences between the work of degree qualified early childhood teachers and non-degree qualified educators in Australian exemplary early childhood education and care settings
Bibliographic Data
| ID | 21577451 |
|---|---|
| Authors | Leanne Gibbs (0000-0001-6461-6267, Charles Sturt University, corresponding author), Sandie Wong (0000-0003-3246-0717, Macquarie University), Lincoln J Harrison (0000-0003-3835-6283, Macquarie University), Linda Harrison, Frank Pre (0000-0002-8980-5096, Griffith University), Megan Gibson (0000-0002-7264-9189, Queensland University of Technology) |
| Year | 2026 |
| Volume | 139 |
| Pages | 103054 |
| Publication date | 2026-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0883-0355 • E-ISSN: 1873-538X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijer.2026.103054 |
| OpenAlex | W7165778524 |
| Language | EN |
| References cited | 21 |
This mixed-methods study examines differences in the work of degree-qualified early childhood teachers (ECTs) and other qualified educators in exemplary Australian early childhood education and care (ECEC) settings. Amid workforce shortages and mixed evidence about ECT impact, international policy continues to position ECTs as central to quality, yet research rarely distinguishes educators by qualification. Using the theory of practice architectures, the study investigates how ECTs’ work differs, and what organisational conditions enable practice. Data were generated through time-use diaries (n = 321; 3610 hours), focus groups and interviews (111 participants), ten case studies, and a survey (n = 82). Findings show clear distinctions in ECTs’ practices, dispositions (knowledge, skills and values) and emotional experiences. ECTs spend more time on planning, assessment, and pedagogical leadership, supported by cultural-discursive, material-economic and socio-political arrangements. By differentiating ECT contributions and enabling conditions, the study fills a critical research gap and informs workforce and quality policy within Australia and beyond to the international sphere
Child care · Early childhood · Early childhood education · Economic shortage · Focus group · Workforce · Early Childhood Education and Development · Innovative Education and Learning Practices · Teacher Professional Development and Motivation
Leadership emergence and development
‘Now it goes to my blood’
Attracting, retaining and sustaining early childhood teachers
Support to stay and thrive
One size fits all? What counts as quality practice in (reflexive) thematic analysis
The impact of work-related wellbeing and workplace culture and climate on intention to leave in the early childhood sector
Early childhood teachers’ dispositions, knowledge, and skills related to diversity, inclusion, equity, and justice
Making teacher dispositions explicit
| Citation velocity | historical |
|---|---|
| Highly cited | No |