Exploring the Beliefs of Commencing Early Childhood Education Graduate Students: Providing Insights to Improve Teacher Education Programs - Article 6

Oct 15, 2026

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This study examines the beliefs and perceptions that students bring to a Graduate Diploma in Early Childhood Education (GDipECE) program offered at Griffith University in Queensland, Australia. It responds to growing demand for qualified early childhood educators and addresses limited knowledge about incoming students’ beliefs. A snapshot of initial beliefs is provided to help teacher educators improve the quality of teaching and learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Introduction

Literature Overview

Teacher Beliefs: Theoretical context

Australian Journal of Teacher Education | Volume 37 | Issue 1 | Article 6 | | --- | --- | 2011 Exploring the Beliefs of Commencing Early Childhood Education Graduate Students: Providing Insights to Improve Teacher Education Programs Susanne Garvis Griffith University, s.garvis@griffith.edu.au BevFluckiger Griffith University, b.fluckiger@griffith.edu.au Danielle Twigg Griffith University, d.twigg@griffith.edu.au Recommended Citation Garvis, Susanne; Fluckiger, Bev; and Twigg, Danielle (2012) "Exploring the Beliefs of Commencing Early Childhood Education Graduate Students: Providing Insights to Improve Teacher Education Programs,"Australian Journal of Teacher Education: Vol. 37: Iss. 1, Article 6. Available at: [http://ro.ecu.edu.au/ajte/vol37/iss1/6](http://ro.ecu.edu.au/ajte/vol37/iss1/6) This Journal Article is posted at Research Online. [http://ro.ecu.edu.au/ajte/vol37/iss1/6](http://ro.ecu.edu.au/ajte/vol37/iss1/6) Australian Journal of Teacher Education Exploring the Beliefs of Commencing Early Childhood Education Graduate Students: Providing Insights to Improve Teacher Education Programs Susanne Garvis Beverley Fluckiger Danielle Twigg Griffith University Abstract: In response to the increased demand for qualified early childhood educators in Queensland, many universities are being challenged to tailor make programs and identify innovative practices that support individuals interested in pursuing such a teaching qualification. Although research indicates that beliefs and perceptions are an important influence on pre-service teacher success in teacher education programs as well as in the workforce, little is known about those of students as they enter early childhood education programs. This study focuses on the beliefs and perceptions that students bring toa Graduate Diploma in Early Childhood Education (GDipECE) being offered at Griffith University in Queensland, Australia. This snapshot provides key messages for teacher educators interested in improving the quality of teaching and learning. Introduction Beliefs are an important foundation for early childhood educators. The way they engage with their work is dependent on a strong understanding of what an early childhood educator is. Although research (Tschannen-Moran & Woolfolk Hoy, 2001) suggests that beliefs and perceptions are an important influence on pre-service teacher success in teacher education programs as well as in the workforce, little is known about those of students entering early childhood pre-service teacher programs. This study focuses on the beliefs and perceptions that students bring to a graduate Early Childhood Education program being offered at Griffith University in Queensland, Australia. The program is designed for students with a non-education undergraduate Bachelor degree interested in a career in early childhood education. The beliefs provide a snapshot of initial beliefs about the construct of ‘early childhood teacher’. An understanding of these beliefs can be used to shape future planning in teacher education. Literature Overview Teacher Beliefs: Theoretical context Research indicates that teachers’ practices are associated with their beliefs (Bandura, 2006; Charlesworth, Hart, Burts & Hernandez, 1991) and that new information encountered by teachers is filtered through their existing beliefs (Kagan, 1992) . Teacher beliefs in turn have been claimed to contribute to job satisfaction (Caprara, Barbaranelli, Borgogni & Steca, 2003); commitment to teaching (Coladarci, 1992); level of planning and organisation Vol 37, 1, January 2012 93 Australian Journal of Teacher Education (Allinder, 1994); the search for new teaching formulae; and the use of innovative teaching methods (Ghaith & Yaghi, 1997; Wertheim & Leyser, 2002) . Therefore, research on the beliefs of pre-service teachers in relation to early childhood practices can inform pre-service teacher education and perh

FAQs

What is the focus of the study?

The study focuses on the beliefs and perceptions that students bring when entering the Graduate Diploma in Early Childhood Education (GDipECE) program at Griffith University.

Why are teacher beliefs considered important in this context?

The document explains that teachers’ practices are associated with their beliefs, and new information can be filtered through existing beliefs, affecting outcomes such as job satisfaction and commitment.

How can the findings support teacher education programs?

The snapshot of students’ initial beliefs can help teacher educators shape future planning and improve the quality of teaching and learning.

Oct 15, 2026

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