Preschool Teachers' Experience of Parents' WhatsApp Groups: Technological Ambivalence and Professional De-Skilling

Autor/inn/en	Davidson, Shosh; Turin, Ornat
Titel	Preschool Teachers' Experience of Parents' WhatsApp Groups: Technological Ambivalence and Professional De-Skilling
Quelle	In: Gender and Education, 33 (2021) 8, S.983-998 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davidson, Shosh) ORCID (Turin, Ornat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2021.1884195
Schlagwörter	Preschool Teachers; Teaching Experience; Parent School Relationship; Computer Mediated Communication; Handheld Devices; Foreign Countries; Teacher Attitudes; Technology Uses in Education; Israel + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Computerkonferenz; Ausland; Lehrerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The paper sheds light on preschool teachers' experiences with the plethora of parents' WhatsApp groups in Israel. Using a social constructivist approach, we conducted discussions with twenty-five preschool teachers. We argue that WhatsApp as a social medium contributes to the de-skilling of the preschool teachers' labour. We identified three types of ambivalence in the teachers' comments regarding interactions with and among parents: (a) instrumental ambivalence celebrates technology's efficiency while witnessing a shift in long working hours and a need to justify their pedagogical decisions; (b) substantive ambivalence indicates the intensified tendency to hold teachers in a need to engage in public relations; (c) critical ambivalence demonstrates a turn from a professional discourse between parents and teachers to a surveillance and accountability discourse. We conclude that the intense supervision by parents afforded by WhatsApp groups contributes to the de-skilling of preschool teachers' labour by turning a caring profession to a managerial practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01