PROFESSIONAL IDENTITY OF MALE TEACHERS IN EARLY CHILDHOOD EDUCATION

2017 ◽  
Author(s):  
Rocio Inmaculada González Rosado ◽  
Ruben Comas-Forgas
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Identity ◽  
Male Teachers ◽  
Childhood Education

scholarly journals Narratives about the insertion of male teachers in the early childhood education

2018 ◽  
Vol 6 (12) ◽  
pp. 274-283
Author(s):  
André Luiz dos Santos Silva
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Oral History ◽  
Private School ◽  
Male Gender ◽  
Physical Education Teachers ◽  
Male Teachers ◽  
Childhood Education ◽  
And Gender ◽  
Analytical Category

Based on the theoretical and methodological assumptions of Oral History and Gender as an analytical category, this article analyzes the insertion of male teachers in Early Childhood Education. Two physical education teachers and two directors of the private school system participated in this study. From the memories of the deponents it was possible to perceive that the presence of men in Early Childhood Education was legitimized by the 'need' of a masculine reference for the children. Despite this, the deponents reported that they had their sexuality put under suspicion, after all, they would be breaking gender norms for the male gender.

scholarly journals Penguatan Identitas Gender pada Siswa Laki-laki Melalui Kehadiran Guru Laki-laki di Tingkat PAUD

2021 ◽  
Vol 5 (2) ◽  
pp. 289-309
Author(s):  
Safiruddin Al Baqi
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Literature Review ◽  
Gender Identity ◽  
Early Childhood Teachers ◽  
Male Student ◽  
Male Students ◽  
Male Teachers ◽  
Childhood Education ◽  
Male Teacher

Abstract: Gender identity typically aware at the age of two and will strengthen until about five years old. It is important for parents and teacher of early childhood education to provide knowledge and strengthen children's gender identity so that their gender identity develops according to their gender. Teachers in schools play an important role in strengthening gender identity. Unfortunately, today's society is not much aware of the importance of it and teachers of early childhood education are still considered as women's professions. This article aims to explain the importance of the presence of male teachers on the strengthen of gender identity in early childhood students. This study used a literature review method with thematic analysis techniques. The results of the research analysis showed that society still gives a stigma that early childhood teachers must be women because they have more patience and so on. It creates a sense of prestige and shame for men to become early childhood teachers. On the other hand, male teachers are very much needed at the early childhood education level because male teachers have a role that cannot be replaced by female teachers, especially in the formation and strengthening of gender identity for male students, including providing challenging games for male students, giving examples of assertive behavior, and other attributes that show male gender roles in front of male students. Keywords: Early childhood education, gender identity, male student, male teacher. Abstrak: Identitas gender mulai terbentuk pada usia dua tahun dan akan menguat sampai sekitar usia lima tahun. Penting bagi orang tua dan guru Pendidikan Anak Usia Dini (PAUD) untuk memberikan pengetahuan dan penguatan tentang identitas gender anak agar identititas gendernya berkembang sesuai dengan jenis kelamin yang dimiliki. Guru di sekolah memberikan pengaruh penting bagi penguatan identitas gender. Namun sayangnya masyarakat saat ini belum banyak yang menyadari pentingnya hal itu dan guru PAUD masih di anggap sebagai profesi perempuan. Artikel ini bertujuan untuk memaparkan pentingnya keberadaan guru laki-laki terhadap pembentukan identitas gender pada siswa PAUD. Penelitian ini menggunakan metode literature review atau studi pustaka dengan teknik analisis tematik. Hasil analisis penelitian menunjukkan bahwa masyarakat masih memberikan stigma bahwa guru PAUD haruslah perempuan karena memiliki kesabaran lebih dan lain-lain. Hal ini memunculkan rasa gengsi dan malu bagi laki-laki untuk menjadi guru PAUD. Di sisi lain, guru laki-laki sangatlah diperlukan di tingkat pendidikan anak usia dini karena guru laki-laki memiliki peran yang tidak bisa digantikan oleh guru perempuan khususnya dalam pembentukan dan penguatan identitas gender bagi siswa laki-laki, diantaranya pemberian permainan yang menantang bagi anak laki-laki, pemberian contoh perilaku tegas, serta atribut lain yang menunjukkan peran gender laki-laki dihadapan siswa laki-laki. Kata kunci: Identitas gender, guru laki-laki, PAUD, siswa laki-laki.

Professional linkages at the transition to school: Boundaries and linked ecologies

2020 ◽  
pp. 147821032097311
Author(s):  
Sue Dockett ◽  
Bob Perry
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Identity ◽  
Identity Construction ◽  
Professional Roles ◽  
Transition To School ◽  
Professional Networks ◽  
Childhood Education ◽  
Education And Care ◽  
The Common

The transition to school brings early childhood and school educators together in the common aim of promoting a positive start to school. This transition also highlights the boundaries and professional linkages that contribute to this aim. Conceptualising boundary spaces as sites of professional identity construction and negotiation, we explore professional linkages between early childhood education and care and school educators during transitions to school, using Abbott’s linked ecologies framework. To do this, we examine data from two studies, exploring the proposition that collaboration – in the forms of professional networks and transition statements (shared documentation) – have the potential to act as linkages across the ecologies of early childhood education and care and school education. Our conclusions support this potential but note that the nature and impact of these linkages is variable. Further, we argue that contradictions and tensions in the perceived professional roles of educators are evident within these linkages.

scholarly journals Die integrasie van Wiskunde, Wetenskap en Tegnologie in vroeëkinderonderwys en die grondslagfase: Die rol van die professionele identiteitsvorming van beginneronderwysers

2015 ◽  
Vol 34 (1) ◽  
Author(s):  
Marie Botha ◽  
Elirea Bornman
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Professional Identity ◽  
Identity Formation ◽  
Teaching Methods ◽  
Teacher Identity ◽  
Professional Training ◽  
Innovative Teaching ◽  
Childhood Education ◽  
The Impact

This article focuses on the professional identity formation of six beginner teachers (three in early childhood education and three in the foundation phase), involved in the teaching of Mathematics, Science and Technology (MST). Attention is in particular being paid to the role of professional identity in how they applied innovative teaching methods such as enquiry-based teaching. The study is based on the personal narratives of the six teachers, regarding their own learning experiences in MST, the impact of their professional training at an institution of higher education, as well as their first experiences as MST teachers in the workplace. A qualitative research design was applied and data was obtained through visual (photo collages) and written stories, observation and interviews. Whilst all the teachers held negative attitudes towards Mathematics, this situation was turned around during their university training. The three teachers in early childhood education experienced their entrance to the profession as positive, due mainly to the support of colleagues in their application of innovative teaching methods. Two teachers in the foundation phase, however, experienced the opposite. The findings emphasise the complex processes in the moulding of a professional teacher identity and how teaching practices are influenced by these processes.

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