Literaturnachweis - Detailanzeige
Autor/inn/en | Arndt, Sonja; Smith, Kylie; Urban, Mathias; Ellegaard, Thomas; Blue Swadener, Beth; Murray, Colette |
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Titel | Reconceptualising and (Re)Forming Early Childhood Professional Identities: Ongoing Transnational Policy Discussions |
Quelle | In: Policy Futures in Education, 19 (2021) 4, S.406-423 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Arndt, Sonja) ORCID (Urban, Mathias) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1478-2103 |
DOI | 10.1177/1478210320976015 |
Schlagwörter | Early Childhood Education; Professional Identity; Preschool Teachers; Work Environment; Cross Cultural Studies; Educational Policy; Power Structure; Teacher Attitudes; Well Being; COVID-19; Pandemics; Foreign Countries; Child Care; Policy Analysis; National Curriculum; Teacher Student Ratio; Teacher Salaries; Professionalism; Ethics; Crisis Management; Denmark; Australia; Ireland; United States Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Arbeitsmilieu; Cultural comparison; Kulturvergleich; Politics of education; Bildungspolitik; Lehrerverhalten; Well-being; Wellness; Wohlbefinden; Ausland; Kinderfürsorge; Kinderbetreuung; Politikfeldanalyse; Lehrer-Schüler-Relation; Lehrerbesoldung; Lehrervergütung; Professionalität; Ethik; Krisenmanagement; Dänemark; Australien; Irland; USA |
Abstract | Problematic policy constructions of the purpose of education implicate professional identities and working conditions of professionals working with the youngest children. This paper builds on our earlier writing, to contest teacher professional identities in Australia, Ireland, Denmark and the United States of America, to illustrate the crucial importance of contextualised policy landscapes in early childhood education and care. It uses prevailing policy constructions, power imbalances and tensions in defining teacher identities, to ask crucial questions, such as what has become of the professional 'self'. It questions the fundamental ethics of care and encounter, and of worthy wage and other campaigns focused on the well-being of teachers when faced with a world-wide crisis. The cross-national conversations culminate in a contemporary confrontation of teacher identity and imperatives in increasingly uncertain times as evolving in light of the COVID-19 pandemic. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |