Tamara Cumming, Laura McFarland, Mari Saha, Rebecca Bull, Sandie Wong, Ee Lynn Ng, Jin Sun, Justine O’Hara-Gregan, Kiri Gould and Brooke Richardson
This paper describes the development of the WECARE cross-national research alliance for investigating early childhood educators’ wellbeing, and details the experiences of some of…
Abstract
Purpose
This paper describes the development of the WECARE cross-national research alliance for investigating early childhood educators’ wellbeing, and details the experiences of some of WECARE’s 17 members.
Design/methodology/approach
The paper explores and situates the WECARE team’s experiences within extant literature on cross-national and collaborative research groupings alongside a strongly practical focus.
Findings
The study’s findings included effects of member mindsets and motivations, differentiated benefits and challenges of membership, cultural sensitivity, research capacity-building, leadership, communication, data security and planning.
Originality/value
Cross-national research is seen as an important part of academic researchers’ activities. Yet, little has been written about how cross-national research groups form and operate, and what benefits and challenges their members experience.
Details
Keywords
Rebecca Andrews, Fay Hadley, Manjula Waniganayake, Iain Hay, Catherine Jones and Xinyun Meg Liang
Retention of early childhood teachers in Australia is a critical issue, particularly for new teachers. The demanding nature of new teachers’ everyday work and high rates of stress…
Abstract
Purpose
Retention of early childhood teachers in Australia is a critical issue, particularly for new teachers. The demanding nature of new teachers’ everyday work and high rates of stress and burnout have resulted in teachers leaving the sector. By designing a formal mentoring project, our aim was to support teachers to stay and flourish as respected professionals. This paper presents findings from the perspective of the mentees – new teachers in their first five years of employment in the sector.
Design/methodology/approach
We designed and offered a two-phase multi-layered mentoring project to 145 new teachers (mentees) matched with 51 experienced teachers (mentors). It began with a mentor training course implemented by three experienced early childhood education academics and utilised a community of practice approach (Lave and Wenger, 1991). Data collected throughout the project included a pre- and post-survey and a needs satisfaction and frustration scale.
Findings
Analysis of survey data shows that mentee new teachers gained a better understanding of their role and built connections with peers and leaders. Survey data also demonstrates that effective mentoring can successfully contribute to addressing workforce challenges faced by early childhood teachers.
Originality/value
The project makes an original contribution through the design, implementation and evaluation of an innovative online mentoring project for teachers employed across the state of New South Wales, Australia.