Beginning Teachers in Early Childhood Education: A Critical Discourse Analysis of Policies in Aotearoa New Zealand and the United States

Autor/inn/en	Cira Rubin, Jessica; Tily, Susan
Titel	Beginning Teachers in Early Childhood Education: A Critical Discourse Analysis of Policies in Aotearoa New Zealand and the United States
Quelle	In: Policy Futures in Education, 19 (2021) 4, S.438-458 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cira Rubin, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/14782103211001638
Schlagwörter	Beginning Teachers; Beginning Teacher Induction; Teacher Certification; Educational Policy; State Curriculum Guides; Government Publications; Context Effect; Neoliberalism; Ideology; Comparative Education; Social Justice; Professional Identity; Early Childhood Teachers; Foreign Countries; Texas; New Zealand + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Politics of education; Bildungspolitik; Rahmenlehrplan; Neo-liberalism; Neoliberalismus; Ideologie; Vergleichende Erziehungswissenschaft; Soziale Gerechtigkeit; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Ausland; Neuseeland
Abstract	The early phases of teachers' professional careers are multi-layered and informed by many factors, including teachers' values, their own experiences in schools, and the nested contexts of their professional employment. While in teachers' everyday lives government policies sometimes operate beneath the surface rather than overtly, these policies influence many teachers' experiences, contributing significantly to what critical discourse analysis scholars call the 'issue' of teachers' available subjectivities being influenced by prevailing ideologies as they are newly entering the profession. In this analysis, we activate critical discourse analysis in order to offer new understandings about policies and contexts associated with new teachers entering the profession. Our analysis is significant in its co-consideration of policies from contexts that we see as experiencing the influence of neoliberal ideologies in different ways. As critical discourse analysis is transdisciplinary, it also offers chances to transcend boundaries of politics and culture to inquire into social wrongs as we actually experience them in a world that is globally connected and globally influenced. The significance of this analysis, then, lies with the continued questioning we hope that it, and others like it, make possible. (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	2024/1/01