Literaturnachweis - Detailanzeige
Autor/inn/en | Keary, Anne; Babaeff, Robyn; Garnier, Kathryn |
---|---|
Titel | Professionalism and Everyday Practices in Early Childhood Education and Care: Singaporean Pre-Service Teachers' Perspectives |
Quelle | In: Asia-Pacific Journal of Teacher Education, 51 (2023) 2, S.162-182 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Keary, Anne) ORCID (Garnier, Kathryn) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1359-866X |
DOI | 10.1080/1359866X.2023.2177137 |
Schlagwörter | Professionalism; Early Childhood Education; Preschool Teachers; Foreign Countries; Educational Practices; Educational Strategies; Preservice Teachers; Teacher Education Programs; Units of Study; Standards; Student Attitudes; Freehand Drawing; Professional Identity; Singapore Professionalität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Bildungspraxis; Lehrstrategie; Lerneinheit; Standard; Schülerverhalten; Drawing; Zeichnen; Singapur |
Abstract | Notions of professionalism are central to how EC teachers enact practice. We explore how a group of Singaporean early childhood education and care (ECEC) pre-service teachers (PSTs) understand the notion of professionalism in this paper, drawing on their identity text work. The analysis is grounded by de Certeau's thinking on the practice of everyday life, examining ideas about space, strategies and tactics. Findings show that PSTs' notions of professionalism involve creative tactical use of resources and space in ECEC settings. We argue that this reflexive identity work challenges ways of knowing, foregrounding alternative spaces for understanding professionalism. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |