"That's What You What to do as a Teacher, Make a Difference, Let the Child Be, Have High Expectations": Stories of Becoming, Being and Unbecoming an Early Childhood Teacher

Autor/inn/en	Ciuciu, Jessica; Robertson, Natalie
Titel	"That's What You What to do as a Teacher, Make a Difference, Let the Child Be, Have High Expectations": Stories of Becoming, Being and Unbecoming an Early Childhood Teacher
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 11, S.79-95, Artikel 5 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Early Childhood Teachers; Career Change; Foreign Countries; Teaching Experience; Faculty Mobility; Motivation; Teacher Welfare; Career Choice; Professional Identity; Professional Recognition; Teacher Morale; Preschool Teachers; Females; Child Care; Teaching Conditions; Australia + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Career changes; Berufswechsel; Ausland; psychologische; Motivation (psychologisch); Morale; Moral; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Weibliches Geschlecht; Kinderfürsorge; Kinderbetreuung; Lehrbedingungen; Unterrichtsbedingungen; Australien
Abstract	This article explores the experiences of four individuals who changed careers into early childhood teaching in Victoria, Australia and later left the profession. The study was conducted with a narrative inquiry approach and reveals insight into motivations for becoming an early childhood teacher (ECT), experiences of being an ECT and factors that lead to un-becoming an ECT. Participants were motivated by pragmatic reasons such as career advancement and family-work compatibility alongside intrinsic interest when becoming an ECT. They entered the profession eager to support children's learning and development. However, their experiences compromised their health and wellbeing and inhibited them from teaching as they envisioned. The findings of the study hold implications for policy makers, employers and higher education in effort to retain and sustain ECTs. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01