Teachers' Voice, Power and Agency: (Un)Professionalisation of the Early Years Workforce

Autor/inn/en	Tesar, Marek; Pupala, Branislav; Kascak, Ondrej; Arndt, Sonja
Titel	Teachers' Voice, Power and Agency: (Un)Professionalisation of the Early Years Workforce
Quelle	In: Early Years: An International Journal of Research and Development, 37 (2017) 2, S.189-201 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1174671
Schlagwörter	Teacher Attitudes; Preschool Teachers; Professional Identity; Standards; Educational Policy; Professional Autonomy; Computer Mediated Communication; Teacher Effectiveness; Power Structure; Educational Change; Foreign Countries; Teacher Qualifications; Slovakia + Suchen Sie Ihr Suchwort? Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Standard; Politics of education; Bildungspolitik; Berufsfreiheit; Computerkonferenz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsreform; Ausland; Lehrqualifikation; Slowakei
Abstract	This article examines Slovak early years teachers' concerns with conceptions of teacher professionalism. It suggests that there is a mismatch between understandings of professionalism, policy aspirations and the attitudes of teachers to their own professionalism, and that this mismatch fuels early years teachers' sense of agency. These tensions between conceptions of professionalism, teaching practice and actual working conditions have led to a ground-up approach to self-governance within the early years teacher workforce. We analyse teachers' discussions in an early years online forum of 12,500 members that was started and remains governed by the teachers themselves. It represents in itself a very particular attitude and response to the need to determine what it means to be a professional teacher. This analysis examines intersections of policy, quality and professionalism, and highlights considerations of power and voice, and the complexities of uncertainty and change. The article concludes with the suggestion that teacher attitudes, power and agency are impacted in unpredictable ways by the policy landscape. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01