NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ811325
Record Type: Journal
Publication Date: 2008-Jun
Pages: 15
Abstractor: As Provided
Reference Count: 35
ISBN: N/A
ISSN: ISSN-1350-293X
Pedagogy, Knowledge and Collaboration: Towards a Ground-Up Perspective on Professionalism
Dalli, Carmen
European Early Childhood Education Research Journal, v16 n2 p171-185 Jun 2008
Drawing on a national survey of New Zealand early childhood teachers' views on ethics and professionalism in their practice, this article discusses three key themes that emerged as core conceptual elements in how teachers in education and care settings defined professionalism. The three themes were: a distinct pedagogical style; specialist knowledge and practices; and collaborative relationships. Elements that were perceived as unprofessional or undesirable in an early childhood professional were also identified. It is argued that as the early childhood field debates the meaning of professionalism, teachers' views can contribute a "ground-up" perspective that can enable the concept of professionalism to be reconceptualised in ways that reflect the reality of teachers' work experiences. (Contains 3 tables and 5 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand