Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 3-22 |
| Number of pages | 20 |
| Journal | Asia-Pacific Journal of Teacher Education |
| Volume | 45 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 2017 |
Keywords
- Professionalism
- professionalisation
- early childhood teachers
- visual metaphors
Cite this
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Early childhood educators' experiences and perceptions of professionalism and professionalisation in the Asian context. / Monk, Hilary; Phillipson, Sivaneswary.
In: Asia-Pacific Journal of Teacher Education, Vol. 45, No. 1, 2017, p. 3-22.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Early childhood educators' experiences and perceptions of professionalism and professionalisation in the Asian context
AU - Monk, Hilary
AU - Phillipson, Sivaneswary
PY - 2017
Y1 - 2017
N2 - Increasingly early childhood educators are referred to as professionals, but how do they view themselves in terms of professionalism? What does it mean to be an early childhood professional? This study explored the views of 78 Asian early childhood educators who were upgrading their qualifications to degree level. In groups of five to eight, participants visually created and explained metaphors of professionalism as a class activity. The visual metaphors were analysed using Gleeson s polytextual thematic analysis with Rogoff s personal, interpersonal and institutional planes as the theoretical framework. Findings revealed that the educators perspectives of professionalism and professionalisation related to their work-life roles, their cultural understandings and relationships, and how they believed they were viewed by others in relation to the status of early childhood education. This study provides an insight into perceptions and challenges related to the developing professionalism and professionalisation of early childhood educators in Asian contexts.
AB - Increasingly early childhood educators are referred to as professionals, but how do they view themselves in terms of professionalism? What does it mean to be an early childhood professional? This study explored the views of 78 Asian early childhood educators who were upgrading their qualifications to degree level. In groups of five to eight, participants visually created and explained metaphors of professionalism as a class activity. The visual metaphors were analysed using Gleeson s polytextual thematic analysis with Rogoff s personal, interpersonal and institutional planes as the theoretical framework. Findings revealed that the educators perspectives of professionalism and professionalisation related to their work-life roles, their cultural understandings and relationships, and how they believed they were viewed by others in relation to the status of early childhood education. This study provides an insight into perceptions and challenges related to the developing professionalism and professionalisation of early childhood educators in Asian contexts.
KW - Professionalism
KW - professionalisation
KW - early childhood teachers
KW - visual metaphors
U2 - 10.1080/1359866X.2016.1147527
DO - 10.1080/1359866X.2016.1147527
M3 - Article
VL - 45
SP - 3
EP - 22
JO - Asia-Pacific Journal of Teacher Education
JF - Asia-Pacific Journal of Teacher Education
SN - 1359-866X
IS - 1
ER -