Educational change is dependent on the practices and perceptions of educators. Yet efforts to sustain teacher’s adoption and implementation of reform packages often deteriorate over time. Monitoring educators’ engagement across the reform process, and making adaptions to reflect key findings, is central to successful implementation. This cultural–historical study explored trends in early childhood educators’ perceptions of an Australian nation-wide educational reform, making recommendations based on the findings. Results from the Baseline Evaluations of the Early Years Learning Framework (EYLF) represented the initiation phase, whilst an online questionnaire explored educators’ attitudes and concerns four years on. Data analysis included a thematic and content analysis where the dialects of everyday concepts and scientific concepts helped give meaning to the clusters found. Whilst findings show an overall positive orientation towards the EYLF, concerns are evident at both moments in time. Although this initially suggests educators have not progressed in their implementation of the framework, a theorisation of the results suggests educators are seeking effective means of transforming professional concepts of the EYLF into practice.

中文翻译：

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幼儿教育者对澳大利亚早期学习框架（EYLF）的看法：敬业的专业学习者

教育变革取决于教育者的做法和看法。然而，随着时间的流逝，维持教师采纳和实施改革方案的努力常常会变差。监督教育者在整个改革过程中的参与，并做出调整以反映关键发现，这对于成功实施至关重要。这项文化历史研究探讨了幼儿教育者对澳大利亚全国性教育改革的看法的趋势，并根据研究结果提出了建议。早期学习框架基线评估（EYLF）的结果代表了初始阶段，而在线问卷调查则探讨了四年来教育者的态度和关注。数据分析包括主题分析和内容分析，其中日常概念和科学概念的方言有助于使发现的类群具有意义。尽管调查结果显示了对EYLF的总体积极态度，但在两个时刻都存在明显的担忧。尽管这最初表明教育者在框架的实施方面尚未取得进展，但对结果的理论化表明教育者正在寻求将EYLF专业概念转化为实践的有效手段。