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ERIC Number: EJ1176442
Record Type: Journal
Publication Date: 2018
Pages: 24
Abstractor: As Provided
ISSN: ISSN-1090-1027
A Narrative Examination of Early Childhood Teachers' Shared Identities in Teamwork
Melasalmi, Anitta; Husu, Jukka
Journal of Early Childhood Teacher Education, v39 n2 p90-113 2018
This study examines the two kindergarten teachers' shared professional identities in teamwork in an effort to clarify what constitutes their shared identities and how these identities affect the teachers' professional practices and beliefs. The relational nature of identity maintains that individuals are not the only constructors of their identity, and the literature on teacher education emphasizes the importance of identity in teacher development. The in-depth analysis of the two kindergarten teachers' narrative interviews revealed how the educators constructed their professional identities by intertwining the features of their context, feedback, and teaching. The findings indicate that the shared professional identities of the two early childhood teachers are developed and negotiated through four shared features: commitment, feedback, educational tasks, and professional agency. Together these four shared features shape the teachers' professional roles and pedagogical practices--either by giving support to professional growth and empowerment or by having a decreasing effect on the teachers' professional identity and agency in early childhood contexts.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A