Reading between the Lines: An Interpretative Meta-Analysis of Ways Early Childhood Educators Negotiate Discourses and Subjectivities Informing Practice

Autor/inn/en	Cuming, Tamara; Sumsion, Jennifer; Wong, Sandie
Titel	Reading between the Lines: An Interpretative Meta-Analysis of Ways Early Childhood Educators Negotiate Discourses and Subjectivities Informing Practice
Quelle	In: Contemporary Issues in Early Childhood, 14 (2013) 3, S.223-240 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.2304/ciec.2013.14.3.223
Schlagwörter	Meta Analysis; Preschool Teachers; Classroom Techniques; Cross Cultural Studies; Educational Practices; Power Structure; Early Childhood Education; Search Strategies; Metacognition; Educational Research; Compliance (Psychology); Reflective Teaching; Literature Reviews + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Klassenführung; Cultural comparison; Kulturvergleich; Bildungspraxis; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Suchstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Bildungsforschung; Pädagogische Forschung
Abstract	Considerable attention has been paid across international contexts to structural factors affecting the sustainability of the early childhood workforce. While attention to these elements is vital, it can nevertheless overshadow less tangible elements that may contribute to, or assist in addressing, problems of workforce sustainability. In particular, an existing body of literature suggests that discourses and subjectivities play an important role in informing early childhood practice. In this article we report on an interpretative meta-analysis of 38 empirical studies from 9 countries, which are concerned with ways early childhood educators negotiate discourses and subjectivities informing early childhood practice. We found that early childhood educators participating in these empirical studies used a highly complex set of strategies to negotiate the relations of power that operate within and between discourses and subjectivities informing early childhood practice. We conclude that understanding more about ways early childhood educators negotiate discourses and subjectivities has the potential to inform efforts to address problems of workforce sustainability, and is worthy of further study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10