Constructing Occupational Identities: How Female Preschool Teachers Develop Professionalism

Autor/in	Kim, Mina
Titel	Constructing Occupational Identities: How Female Preschool Teachers Develop Professionalism
Quelle	In: Universal Journal of Educational Research, 1 (2013) 4, S.309-317 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Professional Identity; Preschool Teachers; Females; Early Childhood Education; Feminism; Biographies; Interviews; Observation; Teacher Role; Socioeconomic Status; Faculty Mobility; Educational Attainment + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Weibliches Geschlecht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Feminismus; Biography; Biografie; Biographie; Interviewing; Interviewtechnik; Beobachtung; Lehrerrolle; Socio-economic status; Sozioökonomischer Status; Bildungsabschluss; Bildungsgut
Abstract	This study explores how female teachers construct their occupational identities as teachers within early childhood education (ECE) settings. The combination of feminist scholarship and the use of teacher life history method allow these women to describe themselves as professionally trained and educated teachers who love teaching and children even though they are suffering from low pay and a generalized social image that preschool teachers are just "babysitters." These seven female teachers exhibited unique concept of professionalism: passion, dedication, and commitment to ECE field. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01