Learning to Be Froebelian: Student Teachers' Life Histories 1952-1965

Autor/inn/en	Smedley, Sue; Hoskins, Kate
Titel	Learning to Be Froebelian: Student Teachers' Life Histories 1952-1965
Quelle	In: European Early Childhood Education Research Journal, 25 (2017) 1, S.36-54 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2015.1108033
Schlagwörter	Student Teachers; Personal Narratives; Educational History; Females; Student Teacher Attitudes; Educational Experience; Self Concept; Guidelines; Advocacy; Politics; Professional Autonomy; Educational Principles; Attachment Behavior; Teacher Motivation; Early Childhood Education; Child Care; Preschool Teachers; Semi Structured Interviews; Qualitative Research; Foreign Countries; United Kingdom (London) + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Erlebniserzählung; History of education; Bildungsgeschichte; Weibliches Geschlecht; Bildungserfahrung; Selbstkonzept; Richtlinien; Sozialanwaltschaft; Politik; Berufsfreiheit; Bildungsprinzip; Attachment; Bindungsverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Qualitative Forschung; Ausland
Abstract	Drawing on the life histories of nine women who were trained at Froebel College in the 1950s and 1960s, this paper examines the women's narratives as Froebelian student teachers and explores their remembered constructions of their experiences. Using an analytical framework underpinned by theories of identity and language their stories are shown to shed light on the women's engagement with and commitment to Froebelian ideas and their sense of identifying with what the college stood for. The women's stories illustrate a version of professionalism, located in time, place and culture, which incorporates contradictory elements of self-belief and self-effacement. In reflecting on their identities as Froebelians, their stories enact an understanding of politics and advocacy which demonstrates professional autonomy. Unexpectedly, their stories also show some difficulties with articulating Froebelian principles, and instead express an emotional attachment. That emotional engagement, rather than being seen as an inadequacy, is argued to be a strand in developing a hopeful, motivating and enabling professional workforce, capable of working effectively in the challenging current context of increasing statutory pressures towards performativity, regulation and control in early childhood education and care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01