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ERIC Number: EJ980841
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0957-5146
Reconceptualising Professionalism in Early Childhood Education: Insights from a Study Carried out in Bologna
Lazzari, Arianna
Early Years: An International Journal of Research and Development, v32 n3 p252-265 2012
This paper explores the issue of early childhood professionalism from a socio-cultural perspective. In particular the article is concerned with how pre-school teachers conceptualise their professionalism by making sense of the work they carry out on an everyday basis in early childhood institutions. In analysing teachers' perceptions special attention has been paid to the socio-political and historical conditions that have contributed to shaping them. Drawing on a recent empirical study conducted within Bologna province (Italy), contemporary issues in early childhood professionalism are analysed and insights for a possible re-conceptualisation are offered through a critical interpretation of teachers' perspectives. The findings discussed in the article highlight how a complex conceptualisation of professionalism, building upon continuous learning in relational contexts, is currently challenged by recent neo-liberal influences. In facing these challenges a crucial role will be played by teachers' collaborative practices in the workplace that, if reclaimed as a space for collective decision-making, could potentially become an arena for rethinking teachers' professional development in dialogue with local communities. (Contains 3 notes.)
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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
Identifiers - Location: Italy