A Case Study of an Early Childhood Minority Teacher and How She Formed Her Professional Identity

Autor/in	Al-Khatib, Amal Jamal
Titel	A Case Study of an Early Childhood Minority Teacher and How She Formed Her Professional Identity
Quelle	(2013), (284 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Kent State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-7496-3
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Early Childhood Education; Minority Group Teachers; Professional Identity; Preschool Teachers; Interviews; Observation; Values; Beliefs; Qualitative Research; Family Influence; Psychological Patterns; Alienation; Educational Environment; Experience; Interpersonal Relationship; Learning Experience + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Beobachtung; Wertbegriff; Belief; Glaube; Qualitative Forschung; Entfremdung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Erfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernerfahrung
Abstract	This qualitative case study is an investigation of the role of race, school context, and personal and professional experiences in the formation of an early childhood teacher's professional identity. Data sources included interviews, observations, conversations, field notes, and school artifacts. Member checking, triangulation, and extended observation supported the trustworthiness of the results. The findings of the research indicate that major themes related to identity formation included family influence, teaching values and beliefs, and identity shift. Main themes related to the minority status of the participant were emotions and feeling of alienation. Finally, major themes related to school context and personal and professional experiences included relationships with children and parents, relationships with teachers and staff members at the school, early learning experiences, and images of a good teacher. The study concludes with suggestions for early childhood education programs and future researchers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01