Early Childhood Professional Well-Being as a Predictor of the Risk of Turnover in Child Care: A Matter of Quality

2020 ◽  
Vol 34 (3) ◽  
pp. 331-345
Author(s):  
Mary B. McMullen ◽  
Melissa S. C. Lee ◽  
Kate I. McCormick ◽  
Jieun Choi
Keyword(s):  
Early Childhood ◽  
Child Care ◽  
Well Being ◽  
Early Childhood Professional ◽  
Childhood Professional

scholarly journals Reconceptualising and (re)forming early childhood professional identities: Ongoing transnational policy discussions

2020 ◽  
pp. 147821032097601
Author(s):  
Sonja Arndt ◽  
Kylie Smith ◽  
Mathias Urban ◽  
Tomas Ellegard ◽  
Beth Blue Swadener ◽  
...  
Keyword(s):  
Early Childhood ◽  
Teacher Identity ◽  
Well Being ◽  
The United States ◽  
Professional Identities ◽  
Early Childhood Professional ◽  
Education And Care ◽  
Childhood Professional ◽  
Professional Self ◽  
Teacher Professional

Problematic policy constructions of the purpose of education implicate professional identities and working conditions of professionals working with the youngest children. This paper builds on our earlier writing, to contest teacher professional identities in Australia, Ireland, Denmark and the United States of America, to illustrate the crucial importance of contextualised policy landscapes in early childhood education and care. It uses prevailing policy constructions, power imbalances and tensions in defining teacher identities, to ask crucial questions, such as what has become of the professional ‘self’. It questions the fundamental ethics of care and encounter, and of worthy wage and other campaigns focused on the well-being of teachers when faced with a world-wide crisis. The cross-national conversations culminate in a contemporary confrontation of teacher identity and imperatives in increasingly uncertain times as evolving in light of the COVID-19 pandemic.

Minority-world professionals in majority-world early childhood contexts: How do international field experiences promote intercultural competence or reinforce “professional” ethnocentrism?

2018 ◽  
Vol 19 (2) ◽  
pp. 199-205
Author(s):  
Samara Madrid Akpovo ◽  
Lydiah Nganga
Keyword(s):  
Early Childhood ◽  
Intercultural Competence ◽  
Teacher Educators ◽  
Field Experiences ◽  
Early Childhood Teacher ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Majority World ◽  
Early Childhood Professional ◽  
Childhood Professional

This colloquium problematizes the use of early childhood international field experiences as a tool for professional development with Euro-Western pre-service and in-service teachers. The authors critique experiences where minority-world educators teach or implement internships within majority-world contexts. It is critical for Euro-Western teacher education programs to provide pre-service and in-service teachers with opportunities to expand their global views of the early childhood professional through international field experiences. But how can this be done when conceptions of the “professional” are constructed in Euro-Western images, ideas, curricula, ideologies, and privilege? The authors make a call for early childhood teacher educators to reconsider, deconstruct, and re-examine themselves and their pre-service and in-service teachers’ rationale for engaging in international field experiences.

Implementing an Early Childhood Professional Development Course Across 10 Sites and 15 Sections: Lessons Learned

NHSA Dialog ◽  
2011 ◽  
Vol 14 (4) ◽  
pp. 275-292 ◽  
Author(s):  
Jennifer LoCasale-Crouch ◽  
Marcia Kraft-Sayre ◽  
Robert C. Pianta ◽  
Bridget K. Hamre ◽  
Jason T. Downer ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Lessons Learned ◽  
Early Childhood Professional ◽  
Childhood Professional ◽  
Early Childhood Professional Development ◽  
Development Course
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