Reconceptualising Professional Learning and Development through a Froebelian Lens: Early Childhood Educators' Perspectives on Professional Identities in the UK and Italy, Where Is the Love?

Autor/in	Scacchi, Valeria
Titel	Reconceptualising Professional Learning and Development through a Froebelian Lens: Early Childhood Educators' Perspectives on Professional Identities in the UK and Italy, Where Is the Love?
Quelle	In: Early Years: An International Journal of Research and Development, 43 (2023) 3, S.590-605 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scacchi, Valeria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-5146
DOI	10.1080/09575146.2023.2217701
Schlagwörter	Early Childhood Education; Child Development; Educational Philosophy; Faculty Development; Preschool Teachers; Case Studies; Preschool Children; Comparative Education; Teacher Attitudes; Metacognition; Work Environment; Educational Needs; Foreign Countries; Professional Identity; Italy; United Kingdom (London) + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Bildungsphilosophie; Erziehungsphilosophie; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Case study; Fallstudie; Case Study; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vergleichende Erziehungswissenschaft; Lehrerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Arbeitsmilieu; Educational need; Bildungsbedarf; Ausland; Italien
Abstract	This article is based on doctoral research which contributed to my understanding of early years professional development and learning grounded in Froebelian principles. Through two freestanding but related case studies in London and San Miniato, the article explores the current professional learning and development for educators working with children aged 0-3 in the UK and 0-5 in Italy, focusing on the ways in which educators develop and conceptualise their professional identities. Through data collected using interviews and activity-based focus groups and analysed with Clarke's situational analysis, I have found two systems of professional learning not in contact with educators' everyday realities. Educators expressed the need to be more actively involved with the design and delivery of professional learning courses. The findings point to the need for educators to be given more opportunities for self-reflection to confront their knowledge with others. It is important to provide educators with adequate support to help them buffer against the extreme mental and emotional demands of the job with an offer of professional learning that is flexible and shaped around their needs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01