Local Appropriations of "Readiness" in a Global Era of Schoolification: An Ethnographic Study of Kindergarten Teachers in Israel

Autor/inn/en	Shemesh, Miranda; Golden, Deborah
Titel	Local Appropriations of "Readiness" in a Global Era of Schoolification: An Ethnographic Study of Kindergarten Teachers in Israel
Quelle	In: Comparative Education Review, 66 (2022) 1, S.41-59 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/717553
Schlagwörter	Foreign Countries; Preschool Teachers; Kindergarten; School Readiness; Student Centered Learning; Evaluation Methods; Teacher Attitudes; Educational Practices; Educational Policy; Socioeconomic Background; Israel + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Readiness for school; School ability; Schulreife; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerverhalten; Bildungspraxis; Politics of education; Bildungspolitik; Sozioökonomische Lage
Abstract	This ethnographic study examines kindergarten teachers' perceptions and practices of "school readiness" in kindergartens in low-SES settings in northern Israel, with the aim of illuminating the ways in which global educational ideas are appropriated by teachers in their daily work. Data collection included participant observation, in-depth interviews with kindergarten teachers, and analysis of Israeli Ministry of Education guidelines. Findings revealed that while teachers adopted a holistic approach to academic learning, in the socioemotional sphere they looked to behavioral manifestations. Thus, teachers continued to adhere to a child-centered pedagogy, while also providing tangible measures for assessing school readiness. The study discusses how teachers' perceptions and practices of school readiness emerge at the nexus of global trends in schooling, national educational policy, institutional structure, and local neighborhoods with specific socioeconomic and cultural characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01