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"Professional Feeling": One Early Childhood Educator's Emotional Discomfort as a Teacher and Learner
Peer reviewed
Direct linkMadrid, Samara; Baldwin, Nikki; Frye, Eleanor – Journal of Early Childhood Research, 2013
Using feminist and poststructuralist accounts of teacher emotion, the analysis presented in this article examines one teacher's emotion as she participated in a 6-month ethnographic study of emotion in her preschool classroom while enrolled in an online graduate course focused on the sociology of childhood and socially just curriculum.…
Descriptors: Preschool Teachers, Teacher Attitudes, Faculty Development, Ethnography
Saavedra, Cinthya M.; Chakravarthi, Swetha; Lower, Joanna K. – Journal of Early Childhood Research, 2009
The purpose of this article is to engender a space where a variety of critical feminist(s) lenses are interwoven to problematize current discursive practices in linguistic diversity training and to (re)imagine "nueavas posibilidades" for linguistic diversity research/training for pre-kindergarten teachers. Transnational feminists' projects have…
Descriptors: Feminism, Educational Research, Linguistics, Kindergarten
Shin, Min Sun; Recchia, Susan L.; Lee, Seung Yeon; Lee, Yoon Joo; Mullarkey, Lara S. – Journal of Early Childhood Research, 2004
In this qualitative study, multidimensional characteristics of the emerging leadership behavior of six young children were examined within their early childhood classrooms (infant, toddler, and preschool). Grounded in a constructivist framework, the data were gathered through teacher interviews and classroom observations in a University-affiliated…
Descriptors: Constructivism (Learning), Ownership, Young Children, Leadership
