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enable teachers to process through their own development to “acquire a view of learning
that emphasizes its situational and contextual nature” (p. 229).
Kronqvist and Estola (1999) concluded in their study that early childhood
teachers who have entered the work force are capable of reflecting on their practice but
continuous development requires an understanding of situation and context. Beginning
teachers need to be supported by their more experienced colleagues to help the
adjustment to the “demanding, ever-developing field of early childhood education” (p.
229). Group and private discussions and tutoring can support development and anchor
experiences in a social context supporting a model based on a view of learning that is
Vygotskian in nature. Accordingly, teacher development in early childhood education can
been seen as developmental; moving from a linear perspective to a more complex,
contextual view that has a more spiraling feature as in the paths of a labyrinth.
Career advancement.
The contextual nature of teacher development when seen at the meso level of the
organization contains barriers to advancement. A perceived lack of promotion
opportunities found in the Doherty and Forer study (2005) was considered a predictor of
intentions to leave the field. The lack of opportunities for promotion in child care has
been identified as contributing to turnover problems (Beach et al., 1998). Inevitably, there
are relatively few supervisor and director positions available for experienced frontline
staff who want to move to a higher position.
A limited career track coupled with long hours and relatively low pay may result
in those who are competent leaving the field to seek advancement elsewhere; this
suggests that those who are not competent remain in the field (Cooke et al., 2004). Two