The continued standardisation of publicly funded early education programmes has led to teacher educators and researchers focusing in on what works in preparing teachers and their students to succeed in these environments. Such a focus prioritises an epistemological understanding of teaching and learning and leads to investigations examining…

Early care and education programme quality is usually assessed at the classroom level. One such measure of classroom quality is the classroom assessment scoring system (CLASS). In an effort to ensure higher quality programming, the CLASS is being used to direct teacher professional development. However, there has been relatively little research on…

Beginning teacher development involves both a personal and professional reorganization of major individual investments. In a longitudinal study of first-year teachers across the first year of teaching, these dual processes were found to significantly challenge beginning teacher development and confidence. In this paper, the simultaneous…