@article{Garvis2026,

title = {Gaps, compliance or variation in Australian early childhood teacher education},

author = {Susanne Garvis and Wendy Boyd and Megan Gibson},

doi = {10.1177/1476718x261434384},

issn = {1741-2927},

year  = {2026},

date = {2026-04-26},

journal = {Journal of Early Childhood Research},

publisher = {SAGE Publications},

abstract = {

                    In Australia, there has been rapid growth in the demand for early childhood education and care programmes, leading to strong demand for early childhood teachers. To become an early childhood teacher, potential candidates must complete an approved early childhood teacher education programme. In this paper we explore the approved programmes in Australia (

                    N

                    = 102) that provide early childhood teacher education (from January 2024). We look at the names of programmes, content, entry requirements, duration, design and placement days. We also explore the current growth in international student enrolments within early childhood teacher education programmes. We make visible a number of gaps in programme provision, with our findings showing strong variation across the approved programmes despite complying with the same content and provision requirements. We conclude with a discussion on what this variation across programmes means for the workforce of early childhood teachers and for future policy directions, and postulate around possible market forces and the influence of neoliberal management on early childhood teacher education.

                  },

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Zhou2026,

title = {The Early Childhood Education and Care Workforce in Australia: Exploring Distinctions Between Degree-Qualified Teachers and Diploma-Qualified Educators From Employer Perspectives},

author = {Ashley Zhou and Marianne Fenech},

doi = {10.1177/18369391261434592},

issn = {1839-5961},

year  = {2026},

date = {2026-03-13},

journal = {Australasian Journal of Early Childhood},

publisher = {SAGE Publications},

abstract = {Early childhood teacher (ECT) shortages in Australia have prompted a government, employer, and higher education focus on upskilling pathways for diploma-qualified educators. Distinctions between ECT and diploma-qualified educator roles—and what each is expected to know and do—are, however, unclear. This paper reports on the first stage of a doctoral study investigating the efficacy of upskilling to build the supply and quality of Australia’s ECT workforce. Thematic analysis of employer interviews (n = four) and industrial documents (n = eight)—including awards, enterprise agreements, and job descriptions—revealed distinct expectations of ECTs in professional knowledge, leadership, and responsibilities with families and communities. Employers noted that in practice, these distinctions vary with context, graduate preparedness, and ECTs’ professional growth. Findings also revealed ambiguity and a discourse of equivalence that positions ECTs and diploma-qualified educators as interchangeable, risking devaluation of the ECT role. Implications for policy and service providers are discussed.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Wong2025,

title = {Assessing Teacher Quality in the Early Years: Co-Designing the Teachers in Early Education Tool in Australia},

author = {Sandie Wong and Marianne Fenech and Tracy L. Durksen},

doi = {10.1177/18369391251358008},

issn = {1839-5961},

year  = {2025},

date = {2025-07-02},

journal = {Australasian Journal of Early Childhood},

publisher = {SAGE Publications},

abstract = {Early childhood teachers (ECT) can significantly enhance the quality of early childhood education and care settings and children’s development. In response to a critical teacher shortage in Australia, governments and stakeholders are developing strategies to attract and retain the supply of ECTs, with the impact of these strategies on teacher quality unknown and unknowable, as no tool exists to assess ECT quality. This paper addresses this empirical gap by presenting the methodology and findings from the exploration stage of the development of the Teachers in Early Education tool. Analysis of data from expert stakeholders and documents, resulted in identification of 256 unique codes, organised into 26 categories across four domains: Purpose, Principles, Content and Design. Reflecting the diversity and complexity of the skills, knowledge, and practices, as well as the personal, professional, relational and contextual factors requiring consideration when assessing ECT quality, a conceptual model of ECT quality is proposed.},

keywords = {},

pubstate = {published},

tppubtype = {article}

}

@article{Fenech2021,

title = {Correction to: Attracting, Retaining and Sustaining Early Childhood Teachers: An Ecological

Conceptualisation of Workforce Issues and Future Research Directions},

author = {Marianne Fenech and Sandie Wong and Wendy Boyd and Megan Gibson and Helen Watt and Paul Richardson},

doi = {10.1007/s13384-021-00441-z},

issn = {2210-5328},

year  = {2022},

date = {2022-03-00},

journal = {Aust. Educ. Res.},

volume = {49},

number = {1},

pages = {21--22},

publisher = {Springer Science and Business Media LLC},

keywords = {},

pubstate = {published},

tppubtype = {article}

}