Intentional teaching is a taonga : an exploratory study of teachers’ perspectives, beliefs, and use of intentional teaching in Aotearoa New Zealand and England : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Early Years) at Massey University, Aotearoa New Zealand
Loading...
Date
2023
DOI
Open Access Location
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Massey University
Rights
The Author
Abstract
This qualitative research study explores early childhood teachers’ perceptions, beliefs, and use of intentional teaching in Aotearoa New Zealand and England. Intentional teaching is a term in early childhood education discourse, and positions teachers to take on a more active role in children’s learning which improves the quality of ECEC. This study gathered the views of a diverse range of teachers to interpret teachers’ beliefs, views and use of intentional teaching to support young children. Data was gathered through an online questionnaire to which twenty-seven participants responded, 16 from Aotearoa New Zealand and 11 from England. Data was analysed using thematic analysis, adapting a reflexive approach throughout. Intentional teaching is a term in early childhood education discourse, and positions teachers to take on a more active role in children’s learning. Teachers have a fundamental role to play in early educational settings. Western early childhood education typically follows a child-centred approach, where children’s play is highly valued. However, evidence-based research shows there is a lack of understanding of the teachers’ position within this context. Findings from this study emphasise the influential impact teachers’ pedagogical beliefs have on their practice, which are grounded in sociocultural theory, children’s right to play, relationships, and following a child-centred approach. These beliefs are represented through the interactive and collaborative strategies teachers purposefully enact to support children’s learning. Teachers’ understanding of intentional teaching was similar to literature definitions, but their understanding and beliefs highlighted variances between their espoused beliefs, practice and knowledge and their actual practice. Results suggested teachers’ intentional practice can be hindered by factors such as limited staffing, resourcing and a lack of professional learning opportunities. Furthermore, the impacts of curriculum on intentional teaching are illustrated, highlighting how critical curriculum frameworks are in supporting or hindering teachers’ intentionality.