The Interrelationship between Pre-Primary and Early Primary School Teachers' Learning in the Professional Community and Burnout: A Person-Centered Approach

Autor/inn/en	Sullanmaa, Jenni; Pietarinen, Janne; Lipponen, Lasse; Soini, Tiina; Pyhältö, Kirsi
Titel	The Interrelationship between Pre-Primary and Early Primary School Teachers' Learning in the Professional Community and Burnout: A Person-Centered Approach
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 6, S.930-948 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sullanmaa, Jenni) ORCID (Lipponen, Lasse) ORCID (Soini, Tiina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2046830
Schlagwörter	Preschool Teachers; Elementary School Teachers; Primary Education; Correlation; Teacher Burnout; Cooperative Learning; Communities of Practice; Teacher Attitudes; Teacher Collaboration; Curriculum Development; Educational Change; National Curriculum; Work Environment; Teaching Conditions; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Primarbereich; Korrelation; Burnout-syndrom; Burnout; Burnout-Syndrom; Kooperatives Lernen; Community; Lehrerverhalten; Lehrerkooperation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Arbeitsmilieu; Lehrbedingungen; Unterrichtsbedingungen; Ausland; Finnland
Abstract	Teacher learning is crucial in terms of good quality education in early years and, respectively teachers' professional communities are crucial for teacher learning. The meaning of engagement in collaborative learning and resources available in professional community are emphasized in educational reforms. In this study, we explored teachers' perceptions of the resources for learning within their professional community in terms of knowledge sharing, the professional recognition received and a constructive work climate in the beginning of national curriculum reform. Individual variation in these factors was explored using latent profile analysis with a sample of 272 pre-primary and early primary school teachers. Moreover, association with the experience of burnout symptoms was examined. Three distinct profiles were identified: "High fit"; "High recognition"; "Moderate knowledge sharing and fit." The results showed that teachers in the High fit profile experienced less cynicism towards the professional community. The study sheds light on the role of the recognition received from co-workers and a constructive and enabling work climate for the increased capacity to construct shared knowledge in the context of curriculum reform, and for buffering experienced cynicism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01