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

• Published in: Early 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
• Language: English
• 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

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...