Kindergarten teachers’ experiences of stress under a high-stake inspection regime: An exploration in the Chinese context

2021 ◽  
Vol 109 ◽  
pp. 101850
Author(s):  
Hao Liu ◽  
Li Luo ◽  
Wenwen Tang
Keyword(s):  
Kindergarten Teachers ◽  
High Stake ◽  
Chinese Context ◽  
Teachers Experiences

scholarly journals “Trapped in the reform”: Kindergarten teachers’ experiences of teacher professionalisation in Buleleng, Indonesia

2017 ◽  
Vol 16 (1) ◽  
pp. 66-79 ◽  
Author(s):  
Hani Yulindrasari ◽  
Putu Rahayu Ujianti
Keyword(s):  
Group Discussion ◽  
General Information ◽  
Kindergarten Teachers ◽  
Childhood Education ◽  
Playing Field ◽  
Professional Experiences ◽  
Teacher Reform ◽  
Teachers Experiences ◽  
Personal Experiences ◽  
Depth Interviews

Indonesia has been conducting a teacher reform program since 2005. Teachers’ low status and the crisis of student achievement are the rationales of this reform. This paper investigates the implications of Indonesian neo-liberal teacher reform on kindergarten teachers’ professional experiences and practices. The research was conducted in Buleleng regency, the northern part of Bali Province, Indonesia. This research used focus group discussion to obtain general information about teacher reform/professionalisation in the Buleleng regency. In-depth interviews were conducted to gather richer information about teachers’ personal experiences of professionalisation. Drawing from Osgood’s deconstruction of professionalism in early childhood education (ECE), this paper argues that the teacher reform policies have failed to recognise the uniqueness of ECE teaching practices, which are centred on emotion and care. The reform has also overlooked the disadvantaged conditions and unequal playing field of kindergarten teachers in the professionalisation process. Thus, despite the improvement of teachers’ individual welfare, the “regulatory gaze” of teacher reform policies poses a subtle threat to kindergarten teachers’ professional identities.

scholarly journals Living with Tensions: Stories of Chinese Early Childhood Teachers’ Teaching and Learning Experiences in the Contemporary Urban Chinese Context

2021 ◽  
Author(s):  
◽  
Jing Zhou
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
Relevant Literature ◽  
Early Childhood Teachers ◽  
Learning Experiences ◽  
Chinese Context ◽  
Personal Practical Knowledge ◽  
Teachers Experiences

<p>This narrative inquiry explores 6 Chinese early childhood teachers’ teaching and learning experiences in Shanghai and Beijing, where Chinese and Western educational ideas and practices co-exist. Interviews with teachers, kindergarten directors, and parents, and participatory observations and collected documents are analysed and interpreted to reveal the teachers’ experiences of being both teacher and learner in the contemporary urban Chinese context. The teachers’ experiences and voices are at the centre of this study and are represented in poetic format. The themes emerging from the teachers’ poems are discussed alongside relevant literature in order to gain in-depth understanding of each teacher’s teaching and learning experience in specific kindergarten contexts. Emerging themes embody the reality of teaching and learning, professional learning in the embedded community of practice, and the teachers’ professional and personal selves. Tensions and challenges the teachers faced in teaching and learning are identified. The enabling and constraining factors that may deskill, re-skill, or empower the teachers are discussed. The teachers’ stories suggest that they experience tensions between the multiple and contradicting educational ideas; the embedded kindergarten community’s interpretation of teaching and learning at multiple levels; the teachers’ personal practical knowledge; and their life as a multifaceted human being. The research suggests the need for kindergarten directors, scholars and policymakers to pay attention to the dynamic relationships between a kindergarten’s structure, curriculum, pedagogy, images of the child, teachers’ personal practical knowledge, professional learning, and teachers’ inner selves and agency.</p>

scholarly journals Wow! They really like celeriac! Kindergarten teachers' experiences of an intervention to increase 1-year-olds’ acceptance of vegetables

Appetite ◽  
2021 ◽  
pp. 105581
Author(s):  
Sissel H. Helland ◽  
Nina C. Øverby ◽  
Eli Anne Myrvoll Blomkvist ◽  
Elisabet R. Hillesund ◽  
Sofia Strömmer ◽  
...  
Keyword(s):  
Kindergarten Teachers ◽  
Teachers Experiences

scholarly journals Living with Tensions: Stories of Chinese Early Childhood Teachers’ Teaching and Learning Experiences in the Contemporary Urban Chinese Context

2021 ◽  
Author(s):  
◽  
Jing Zhou
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Practical Knowledge ◽  
Relevant Literature ◽  
Early Childhood Teachers ◽  
Learning Experiences ◽  
Chinese Context ◽  
Personal Practical Knowledge ◽  
Teachers Experiences

<p>This narrative inquiry explores 6 Chinese early childhood teachers’ teaching and learning experiences in Shanghai and Beijing, where Chinese and Western educational ideas and practices co-exist. Interviews with teachers, kindergarten directors, and parents, and participatory observations and collected documents are analysed and interpreted to reveal the teachers’ experiences of being both teacher and learner in the contemporary urban Chinese context. The teachers’ experiences and voices are at the centre of this study and are represented in poetic format. The themes emerging from the teachers’ poems are discussed alongside relevant literature in order to gain in-depth understanding of each teacher’s teaching and learning experience in specific kindergarten contexts. Emerging themes embody the reality of teaching and learning, professional learning in the embedded community of practice, and the teachers’ professional and personal selves. Tensions and challenges the teachers faced in teaching and learning are identified. The enabling and constraining factors that may deskill, re-skill, or empower the teachers are discussed. The teachers’ stories suggest that they experience tensions between the multiple and contradicting educational ideas; the embedded kindergarten community’s interpretation of teaching and learning at multiple levels; the teachers’ personal practical knowledge; and their life as a multifaceted human being. The research suggests the need for kindergarten directors, scholars and policymakers to pay attention to the dynamic relationships between a kindergarten’s structure, curriculum, pedagogy, images of the child, teachers’ personal practical knowledge, professional learning, and teachers’ inner selves and agency.</p>

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