A Cross-Cultural Study of American, Chinese, Japanese and Swedish Early Childhood In-Service and Pre-Service Teachers' Perspectives of Fathering

Autor/inn/en	Ito, Yoko; Izumi-Taylor, Satomi
Titel	A Cross-Cultural Study of American, Chinese, Japanese and Swedish Early Childhood In-Service and Pre-Service Teachers' Perspectives of Fathering
Quelle	In: Research in Comparative and International Education, 8 (2013) 1, S.87-101 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.2304/rcie.2013.8.1.87
Schlagwörter	Preschool Children; Qualitative Research; Data Analysis; Teacher Attitudes; Fathers; Cross Cultural Studies; Preservice Teachers; Student Attitudes; Statistical Analysis; Surveys; Preschool Teachers; Parent Child Relationship; Interviews; Parent Participation; Sex Fairness; Correlation; Caring; Cultural Influences; China; Japan; Sweden; United States + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Qualitative Forschung; Auswertung; Lehrerverhalten; Cultural comparison; Kulturvergleich; Schülerverhalten; Statistische Analyse; Survey; Umfrage; Befragung; Erzieher; Erzieherin; Kindergärtnerin; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interviewing; Interviewtechnik; Elternmitwirkung; Sexualaufklärung; Korrelation; Care; Pflege; Sorge; Betreuung; Cultural influence; Kultureinfluss; Schweden; USA
Abstract	The purpose of this study was to examine similarities and differences in perspectives of fathering among American, Chinese, Japanese and Swedish in-service and pre-service early childhood teachers. The participants in the quantitative survey consisted of 67 American in-service and 277 pre-service teachers, 118 Chinese in-service and 163 pre-service teachers, 325 Japanese in-service and 350 pre-service teachers, and 105 Swedish in-service and 182 pre-service teachers. Randomly selected participants from these nations also participated in focus-group interviews. The results of this study revealed that fathers' involvement was related to hours of care for both Chinese and Japanese in-service teachers as well as for all four countries' pre-service teachers. Chinese, Japanese and Swedish teachers' perceptions of fathers' involvement were associated with gender equality. The more American, Chinese and Japanese pre-service teachers valued sensitivity of care, the more they considered fathers' involvement to be important. Qualitative data analysis found that the majority of participants valued fathers' involvement and that their cultures clearly influenced their concepts of fathering. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10