ABSTRACT

The Early Years Learning Framework guides the work of Australia’s early childhood educators and teachers, with Outcome 4 including a focus on children developing dispositions for learning. In this article we report on an investigation how two vocational education and training (VET) teachers who taught the Diploma of Early Childhood and Care course encouraged their students to develop their own dispositions for learning. A narrative research methodology was used, with data gathered via interviews and teachers’ journals of their learning experiences. The theory of practice architectures (TPA) was used to frame and interpret the teachers’ accounts of their teaching practices. The TPA interpretative framework enabled aspects of the two teachers’ sayings, doings and relatings to be considered in the context of their practice traditions. Findings suggest that the teachers had a superficial understanding of what ‘learning dispositions’ meant and were therefore limited in the ways they were able to develop their students’ learning dispositions.

摘要

早期学习框架指导澳大利亚幼儿教育工作者和教师的工作，成果 4 包括关注儿童发展学习倾向。在本文中，我们报告了一项调查，两位教授幼儿和护理文凭课程的职业教育和培训 (VET) 教师如何鼓励他们的学生发展自己的学习倾向。使用叙事研究方法，通过访谈和教师的学习经历收集数据。实践架构理论（TPA）被用来构建和解释教师对其教学实践的描述。TPA 解释框架使两位教师的言论、行为和关系的各个方面能够在他们的实践传统的背景下得到考虑。