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  • Professional role and identity of Icelandic preschool teachers : effects of stakeholders’ views
  • Júní 2014
  • Útdráttur er á ensku

    In this article, we explore the reality of Icelandic preschool teachers who are, as
    in most other countries, predominantly female. The gendered nature of the role
    and the current identity adopted by preschool teachers appear to impact on their
    perceived status and professionalism. In this process, stakeholders in early childhood
    education (ECE), as well as the preschool teachers themselves, play important
    parts. The question that underlies the paper is: ‘How do the views of
    preschool teachers and stakeholders in ECE affect the preschool teachers’ professional
    identity?’ The data used to answer the question are from focus group
    research carried out with preschool teachers and stakeholders in ECE in one
    community in Iceland. These stakeholders, besides preschool teachers and staff
    within the preschools, were parents, professionals at the municipal preschool
    office and politicians. The theoretical perspective informing the methodology of
    the research was ‘symbolic interactionism’ and the concept of ‘democratic professionalism’
    was used as an aspirational framework to analyse the data. The
    findings reveal connections between the ideology relating to the preschool teachers’
    educational role, their limited leadership and the gendered views of stakeholders.
    At the end of the paper, implications and recommendations for
    preschool teachers are suggested.

Birtist í: 
  • Early Years: An International Research Journal
  • 1472-4421
  • 12.8.2014

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