Researching Professional Recognition in a Pre-School Setting: A Critical Realist Approach

Autor/inn/en	Molla, Tebeje; Nolan, Andrea
Titel	Researching Professional Recognition in a Pre-School Setting: A Critical Realist Approach
Quelle	In: International Journal of Research & Method in Education, 43 (2020) 3, S.271-282 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Molla, Tebeje) ORCID (Nolan, Andrea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-727X
DOI	10.1080/1743727X.2019.1680620
Schlagwörter	Professional Recognition; Preschool Teachers; Child Caregivers; Foreign Countries; Teacher Attitudes; Educational Policy; Educational Practices; Teaching (Occupation); Teaching Experience; Professional Development; Teacher Qualifications; Value Judgment; Community Attitudes; Theories; Australia + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Ausland; Lehrerverhalten; Politics of education; Bildungspolitik; Bildungspraxis; Teaching; Lehrberuf; Lehrqualifikation; Werturteil; Theory; Theorie; Australien
Abstract	The primary purpose of this paper is to illustrate how a critical realist approach can add to our understanding of professional recognition of educators in a pre-school setting. Recognition is a function of personal achievement and social arrangement, and is understood through examining those subjective conditions and objective structures as observed in the field of practice or as articulated by the actors involved. Through in-depth interviews, we provoked early childhood educators to deliberate on their lived experiences of professional recognition vis-à-vis policy expectations and institutional practices. In doing so, we identified interactive forces that influence professional recognition in a pre-school context. We argue that a stratified view of reality and epistemic relativism espoused by critical realists offers valuable theoretical insights for exploring teacher professional recognition. Finally, drawing on our empirical data and latest literature, we outline four points of reflection regarding the analytical advantages of critical realism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01