Reconceptualising and (Re)Forming Early Childhood Professional Identities: Ongoing Transnational Policy Discussions

Autor/inn/en	Arndt, Sonja; Smith, Kylie; Urban, Mathias; Ellegaard, Thomas; Blue Swadener, Beth; Murray, Colette
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01