Sonter, Lisa Jane

Forrest, Rhonda

McCrea, Nadine

2015

This phenomenological study explores the lived experiences of six female Preparatory Year teacher aides in Queensland Catholic schools. The research was undertaken over a period of five years, commencing from 2007. The non-compulsory, full-time, universally available Preparatory Year replaced part-time preschool classes in 2007. As a result, many teacher aides working in preschools moved into Preparatory classes. The enrolment age of children entering Preparatory classes was increased by six months from the previous preschool provision, and in response, resource allocations including teacher aide hours were re-structured. Teacher aides were highly valued in the old preschool system where they provided full-time responsive support to both teachers and children. Nevertheless, their hours were halved when the new Preparatory Year was introduced. While increases to teacher aide hours have been made since, these revised allocations still fall short of the previous preschool allocation. This thesis asks the participants 'what does it mean to be a teacher aide in a Preparatory class?' The exploration of this question is noteworthy as there have been limited investigations of the Queensland Preparatory Year reform, or of the role of teacher aides working with young children. The literature reveals that teacher aide voices are marginalised, and thus this study aims to give voice to an under-represented group.

https://hdl.handle.net/1959.11/16838

en

Queensland Preparatory Year teacher aides' lived experiences: Some knots and frays

Thesis Doctoral

Publication