Becoming an Early Years Professional: Developing a New Professional Identity

Autor/in	Murray, Janet
Titel	Becoming an Early Years Professional: Developing a New Professional Identity
Quelle	In: European Early Childhood Education Research Journal, 21 (2013) 4, S.527-540 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2013.845441
Schlagwörter	Foreign Countries; Professional Identity; Early Childhood Education; Preschool Teachers; Standards; Instructional Leadership; Longitudinal Studies; Motivation; Preservice Teachers; Student Attitudes; Interviews; Undergraduate Students; Undergraduate Study; Phenomenology; Young Children; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Standard; Instruction; Leadership; Bildung; Erziehung; Führung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; psychologische; Motivation (psychologisch); Schülerverhalten; Interviewing; Interviewtechnik; Grundstudium; Phenomenological psychology; Phänomenologie; Psychologie; Frühe Kindheit
Abstract	Research on professional identity places various emphasis on the influence of internal or external components (Beijaard, Meijer and Verloop 2004; McGillivray 2008; Osgood 2010), which can create tension between the normative and subjective view of what it means to be a particular type of professional. This small scale research sought to uncover the nature of professional identity formation for a group of undergraduates on a pilot pathway to Early Years Professional Status (EYPS) at an embryonic stage in the development of this new professional status. The study took a humanist (Rogers 1961; Knowles 1998) and phenomenological (Husserl 1970; Creswell 2009) approach to uncover the inner world of professional identity development as the candidates progressed on the pathway. Candidates saw themselves as navigating the interface of external and internal expectations to establish their professional identity. This was underpinned by a strong base of passionate care which provided both identity and purpose for the Early Years Professional (EYP). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10