Early Childhood Educators' Experiences and Perceptions of Professionalism and Professionalisation in the Asian Context

Autor/inn/en	Monk, Hilary; Phillipson, Sivanes
Titel	Early Childhood Educators' Experiences and Perceptions of Professionalism and Professionalisation in the Asian Context
Quelle	In: Asia-Pacific Journal of Teacher Education, 45 (2017) 1, S.3-22 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2016.1147527
Schlagwörter	Preschool Teachers; Teacher Attitudes; Early Childhood Education; Professional Identity; Figurative Language; Class Activities; Interpersonal Relationship; Family Work Relationship; Foreign Countries; Well Being; Futures (of Society); Professionalism; Inservice Teacher Education; Singapore; Hong Kong; Indonesia; Malaysia; Australia + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Ausland; Well-being; Wellness; Wohlbefinden; Future; Society; Zukunft; Professionalität; Lehrerfortbildung; Singapur; Hongkong; Indonesien; Australien
Abstract	Increasingly early childhood educators are referred to as "professionals," but how do they view themselves in terms of professionalism? What does it mean to be an early childhood professional? This study explored the views of 78 Asian early childhood educators who were upgrading their qualifications to degree level. In groups of five to eight, participants visually created and explained metaphors of professionalism as a class activity. The visual metaphors were analysed using Gleeson's polytextual thematic analysis with Rogoff's personal, interpersonal and institutional planes as the theoretical framework. Findings revealed that the educators' perspectives of professionalism and professionalisation related to their work-life roles, their cultural understandings and relationships, and how they believed they were viewed by others in relation to the status of early childhood education. This study provides an insight into perceptions and challenges related to the developing professionalism and professionalisation of early childhood educators in Asian contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01