The issue of continuing professional learning for educators in the early childhood education and care sector is in the spotlight in Australia due to the government's reform agenda, which seeks to professionalize the workforce. In an effort to ensure quality programmes are on offer for all children, educators are expected to upskill. The assumption is that quality learning opportunities for children are aligned with a more skilled and capable workforce. This is problematic due to the diversity of the early childhood education and care workforce and its ability to convert professionalization opportunities into achievements. The focus of this article is a study that problematized the alignment of professional attributes valued in the policy space and in the field of practice to understand educator agency, a key element of professional capability. Once this alignment is known, professional learning experiences can be tailored to better support the professionalization of these educators.

中文翻译：

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通过量身定制的专业学习支持教师的专业精神

由于政府旨在使劳动力专业化的改革议程，幼儿教育和保育部门的教育工作者继续专业学习的问题在澳大利亚备受关注。为了确保为所有儿童提供高质量的课程，教育工作者应该提高技能。假设是儿童的优质学习机会与技能更高、能力更强的劳动力保持一致。由于幼儿教育和护理人员的多样性及其将专业化机会转化为成就的能力，这是有问题的。本文的重点是一项研究，该研究将政策空间和实践领域中重视的专业属性的一致性问题化，以了解教育机构，这是专业能力的关键要素。