Quality Early Childhood Education and Care--The Role of Attitudes and Dispositions in Professional Development

Autor/in	Campbell-Barr, Verity
Titel	Quality Early Childhood Education and Care--The Role of Attitudes and Dispositions in Professional Development
Quelle	In: Early Child Development and Care, 187 (2017) 1, S.45-58 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1150273
Schlagwörter	Foreign Countries; Educational Quality; Early Childhood Education; Teacher Attitudes; Teacher Characteristics; Personality Traits; Faculty Development; Professional Identity; Postmodernism; Teacher Competencies; Emotional Response; Educational Policy; Knowledge Level; Theory Practice Relationship; Professionalism; Cultural Influences; Focus Groups; Questionnaires; Semi Structured Interviews; United Kingdom; Hungary; Italy + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Postmoderne; Lehrkunst; Emotionales Verhalten; Politics of education; Bildungspolitik; Wissensbasis; Theorie-Praxis-Beziehung; Professionalität; Cultural influence; Kultureinfluss; Fragebogen; Großbritannien; Ungarn; Italien
Abstract	The early childhood workforce is routinely demonstrated as being central to the quality of early childhood education and care (ECEC). Frequently, discussions of quality focus on structural features of training, such as level and duration. However, the literature demonstrates that quality extends beyond the structural and that early childhood practitioners identify knowledge that is not from qualifications, referring instead to less tangible attitudes that are often seen as innate for guiding their work with children. Drawing on empirical research in three European countries (UK, Hungary and Italy), this paper considers the attitudes that those at the start of their professional development identify for ECEC and where and how they develop them. The findings highlight how attitudes are bound by socio-cultural understandings of ECEC, with a post-structuralist perspective highlighting the importance of bringing to the fore the tacit attitudinal knowledge that is assumed to exist for guiding quality ECEC. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01