'To Be Professional Is a Never-Ending Journey': Indonesian Early Childhood Practitioners' Views about the Attitudes and Behaviours of a Professional Teacher

Autor/inn/en	Hakim, Lukmanul; Dalli, Carmen
Titel	'To Be Professional Is a Never-Ending Journey': Indonesian Early Childhood Practitioners' Views about the Attitudes and Behaviours of a Professional Teacher
Quelle	In: Early Years: An International Journal of Research and Development, 38 (2018) 3, S.244-257 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dalli, Carmen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2016.1256275
Schlagwörter	Foreign Countries; Early Childhood Education; Preschool Teachers; Elementary School Teachers; Teacher Attitudes; Educational Attitudes; Professionalism; Focus Groups; Interviews; Role Models; Occupational Aspiration; Teacher Behavior; Expectation; Teacher Student Relationship; Creative Teaching; Collegiality; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Professionalität; Interviewing; Interviewtechnik; Identifikationsfigur; Berufsneigung; Berufsziel; Teacher behaviour; Expectancy; Erwartung; Teacher student relationships; Lehrer-Schüler-Beziehung; Creative thinking; Teaching; Kreatives Denken; Unterricht; Kollegialität; Indonesien
Abstract	Focus group discussions with 21 degree-qualified early childhood education teachers in South Sulawesi, Indonesia, and individual follow-up interviews with 10 volunteer participants, were conducted to investigate the teachers' perspectives on early years professionalism. Thematic analysis of the data identified the key elements that made up the teachers' understandings about professionalism in early childhood practice. This included the idea that the attainment of professionalism was a life-long journey towards achieving an ideal image, that of a role model, or "guru." We argue that the notion of role model was a complex one that not only reflected the teachers' aspirations to achieve 'a better classroom' and better pedagogical outcomes for children, but also a broader aspiration to become a better person defined through a number of attitudes--ways of thinking and being--and behaviours that were socially valued within the teachers' community and work context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01