Preschool Teachers' Perspectives on Teaching as a Profession and Pedagogical Change

Autor/inn/en	Maskit, Ditza; Firstater, Esther
Titel	Preschool Teachers' Perspectives on Teaching as a Profession and Pedagogical Change
Quelle	In: Journal of Research in Childhood Education, 30 (2016) 2, S.200-210 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1143417
Schlagwörter	Preservice Teachers; Teacher Attitudes; Educational Innovation; Correlation; Educational Change; Questionnaires; Teaching (Occupation); Teaching Methods; Foreign Countries; Statistical Analysis; Public Sector; Private Sector; Status; Classroom Environment; Educational Environment; Likert Scales; Regression (Statistics); Israel + Suchen Sie Ihr Suchwort? Lehrerverhalten; Instructional innovation; Bildungsinnovation; Korrelation; Bildungsreform; Fragebogen; Teaching; Lehrberuf; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Statistische Analyse; Öffentlicher Sektor; Privater Sektor; Klassenklima; Unterrichtsklima; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Likert-Skala; Regression; Regressionsanalyse
Abstract	This study examines the associations between preschool teachers' (PTs) perceptions of teaching as a profession and attitudes toward pedagogical changes, in relation to their seniority and their work setting--public sector or private sector. Participants were 105 preschool teachers, who filled out three measures: (1) PTs' perceptions of teaching as a profession questionnaire, (2) PTs' Attitudes Toward Pedagogical Change Questionnaire (APC), and (3) self-report of preschool teachers' teaching setting (i.e., public or private sector) and seniority. The main research hypothesis was that there are significant positive correlations between preschool teachers' perceptions of teaching as a profession and their attitudes toward pedagogical changes in their work. The study findings point to significant correlations between the perception of teaching as a profession and the overall attitude score regarding pedagogical change. Findings indicate differences in perceptions of teaching as a profession and in attitudes toward pedagogical change in relation to the PTs' years of seniority and their teaching setting. The results suggest that preschool teachers who regard their work as a profession hold positive attitudes toward pedagogical changes. Further study is still required in order to explore the specific processes that are required for empowering PTs' professional work and fostering PTs' professional status. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01