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ERIC Number: EJ1149262
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1357-5279
Professional Identity of an Early Childhood Black Teacher in a Predominantly White School: A Case Study
Al-Khatib, Amal J.; Lash, Martha J.
Child Care in Practice, v23 n3 p242-257 2017
This qualitative case study investigated the role of race, school context, and personal and professional experiences in the formation of an early childhood minority teacher's professional identity. Data sources included interviews, observations, conversations, field notes and school artefacts. Member checking, triangulation and extended observation were used to support the trustworthiness of the results. The findings of the research indicated that the major themes which were related to identity formation included family influence, teaching values and beliefs, emotions, personal experiences and school context. Suggestions for early childhood education programmes and future researchers are offered.
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A