Preschool Teachers as Undercover Agents within the Figured World of Public School

Autor/in	Sisson, Jamie Huff
Titel	Preschool Teachers as Undercover Agents within the Figured World of Public School
Quelle	In: Contemporary Issues in Early Childhood, 19 (2018) 2, S.142-153 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sisson, Jamie Huff)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949118774908
Schlagwörter	Preschool Teachers; Public Schools; Foreign Countries; Professional Identity; Early Childhood Education; Personal Narratives; School Districts; Models; Interviews; Participant Observation; Australia + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Public school; Öffentliche Schule; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erlebniserzählung; School district; Schulbezirk; Analogiemodell; Interviewing; Interviewtechnik; Teilnehmende Beobachtung; Australien
Abstract	This article explores the lived and sometimes clandestine professional experiences of early childhood teachers who exist within contexts where dominant discourses of professional are competing with teacher's own understandings of their professional identities. Cultural models theory is used to shed light on the secrete and undercover work of public preschool teachers as they resist the prevailing managerial discourse and assert their understandings of their professional identities behind the closed doors of their classrooms. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01