Collaborative professional identities and continuity of practice: a narrative inquiry of preschool and primary teachers

This paper focuses on collaboration between Australian preschool and primary school teachers co-located on same sites, with a view to understanding and strengthening collaboration for supporting continuity of practice across preschool and primary school settings. Based on findings from a narrative i...

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Published inEarly years (London, England) Vol. 40; no. 3; pp. 319 - 334
Main Authors Sisson, Jamie Huff, Giovacco-Johnson, Tricia, Harris, Pauline, Stribling, Jodie, Webb-Williams, Jane
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 26.05.2020
Taylor & Francis Ltd
Subjects
Barriers
Collaboration
dialogic encounter
Educational Practices
Elementary School Teachers
Foreign Countries
Guidelines
Narrative inquiry
Preschool children
Preschool Teachers
preschool/school
Professional Identity
Public School Teachers
School Readiness
Teacher Attitudes
Teacher Collaboration
Australia
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Summary:This paper focuses on collaboration between Australian preschool and primary school teachers co-located on same sites, with a view to understanding and strengthening collaboration for supporting continuity of practice across preschool and primary school settings. Based on findings from a narrative inquiry study framed by Freire's notion of dialogic encounters, we examine teachers' challenges to collaboration within an Australian public education system, understood through their perspectives and enactment of their professional identities as collaborators in this physically shared space. We present a possible framework for creating a shared space in which preschool and primary teachers collaborate to support continuity of learning for children.
ISSN:0957-5146
1472-4421
DOI:10.1080/09575146.2018.1423617