Dominant Discourses of Teachers in Early Childhood Education

Autor/in	Ebrahim, H. B.
Titel	Dominant Discourses of Teachers in Early Childhood Education
Quelle	In: Perspectives in Education, 28 (2010) 4, S.80-88 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Early Childhood Education; Young Children; Educational Practices; Foreign Countries; Interviews; Discourse Analysis; Preschool Teachers; Teaching Methods; Biology; Child Development; Teacher Attitudes; South Africa + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühe Kindheit; Bildungspraxis; Ausland; Interviewing; Interviewtechnik; Diskursanalyse; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Biologie; Kindesentwicklung; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article examines the dominant discourses teachers in early childhood education (ECE) used to produce understandings of children and educational practice for them. Seven teachers from two early childhood centres in urban KwaZulu-Natal participated in this qualitative study. Data were produced through semi-structured interviews and conversations. The shared discourses of biology, development and difference are discussed. The findings show that teachers unproblematically use dominant discourses which narrow possibilities for them to understand children. This in turn limits their capacity for shaping contextually relevant practice. The article concludes with a brief discussion on worthy areas to focus on in order to map a way forward for developing the skills and capacity of teachers in ECE. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10