scholarly journals How does the professional identity of teachers from India change when they work as early childhood educators in Ontario?

2021 ◽  
Author(s):  
Preeti Alwani
Keyword(s):  
Early Childhood ◽  
Professional Identity ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Childhood Educators ◽  
Daily Routines ◽  
For Profit ◽  
Downward Spiral ◽  
Entry Requirements ◽  
Former Teachers

Many Early Childhood Educators (ECE) in Toronto are foreign-educated teachers. They take up this profession because they cannot enter the teaching profession. Training as ECEs takes a shorter time, has lower entry requirements, and is more affordable. The case studies undertaken for this project are based on qualitative data collected by interviewing and observing two former teachers from India, now working as ECEs in a for-profit daycare. The data shows that because of low compensation rates, poorer working conditions, and lack of appreciation, community and respect, especially compared to what they received in India, these teachers report a downward spiral in their professional identity. Their daily routines and practices follow the norms in childcare centers, but they feel as though their employers and parents do not value them. As a result, these ECEs struggling to suppress their dominant teacher identity, think of themselves simply as ‘babysitters’ and do not value the work they do.

scholarly journals How does the professional identity of teachers from India change when they work as early childhood educators in Ontario?

2021 ◽  
Author(s):  
Preeti Alwani
Keyword(s):  
Early Childhood ◽  
Professional Identity ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Early Childhood Educators ◽  
Daily Routines ◽  
For Profit ◽  
Downward Spiral ◽  
Entry Requirements ◽  
Former Teachers

Many Early Childhood Educators (ECE) in Toronto are foreign-educated teachers. They take up this profession because they cannot enter the teaching profession. Training as ECEs takes a shorter time, has lower entry requirements, and is more affordable. The case studies undertaken for this project are based on qualitative data collected by interviewing and observing two former teachers from India, now working as ECEs in a for-profit daycare. The data shows that because of low compensation rates, poorer working conditions, and lack of appreciation, community and respect, especially compared to what they received in India, these teachers report a downward spiral in their professional identity. Their daily routines and practices follow the norms in childcare centers, but they feel as though their employers and parents do not value them. As a result, these ECEs struggling to suppress their dominant teacher identity, think of themselves simply as ‘babysitters’ and do not value the work they do.

scholarly journals Changing the Story: Implications of Narrative on Teacher Identity

2019 ◽  
Vol 3 (1) ◽  
pp. 3
Author(s):  
Geah Pressgrove ◽  
Melissa Janoske ◽  
Stephanie Madden
Keyword(s):  
Public Education ◽  
Focus Groups ◽  
Professional Identity ◽  
Teacher Identity ◽  
Teacher Shortage ◽  
Teaching Profession ◽  
Qualitative Approach ◽  
Community Level ◽  
Reputation Management ◽  
Communication Interventions

This study takes a qualitative approach to understanding the connections among narrative, professional identity, and reputation management in public education. Through 15 interviews and five focus groups with high-achieving teachers and administrators, researchers explored the narratives these educators share to understand and improve the story of the teaching profession. Central to the findings are societal, organizational, and community-level factors that have led to a reputation crisis for the profession of teaching and thus contribute to the national teacher shortage. Ultimately, this study points to the notion that a shift in the perception of the value of teaching and teachers can be affected when narratives are understood and the principles of reputation management are applied. Communication interventions that provide a path forward are discussed.

scholarly journals A discourse analysis of the College of Early Childhood educators communications: how do they shape the professional identity of Ontario's registered early childhood educators?

2021 ◽  
Author(s):  
Chanequa Cameron
Keyword(s):  
Early Childhood ◽  
Discourse Analysis ◽  
Critical Race Theory ◽  
Professional Identity ◽  
Feminist Theory ◽  
Working Conditions ◽  
Real Life ◽  
Early Childhood Educators ◽  
Critical Race ◽  
Race Theory

The College of Early Childhood Educators (CECE) regulates registered early childhood educators (RECEs) in Ontario, Canada. The CECE distributes numerous communications to RECEs, whereby the text (both implicitly and explicitly) works to situate ECEs within a particular professional identity. This research study applies discourse analysis to code and categorize text from 66 communications disseminated by the CECE to RECEs. I identify five key discourses as well as several discursive strategies used to reinforce the discourses that contribute to the construction of a professional identity for Ontario RECEs. This study also employs two theoretical frameworks, feminist theory and critical race theory (CRT), to examine “what is not being said” by the CECE about the realities of RECE working conditions. I offer a counter-discourse to provide a narrative account of how particular RECE working conditions and real life professional experiences collide with the five discourses, and create a professional crisis in a current patchwork system. Keywords: professional identity, discourses, constructionism, feminist theory, critical race theory (CRT)

scholarly journals The Experiences And Perceived Differences In Working Conditions Among Early Childhood Educators Who Have Worked In Both For-Profit And Non-Profit Childcare Centres In The Greater Toronto Area

2021 ◽  
Author(s):  
Christine Romain-Tappin
Keyword(s):  
Early Childhood ◽  
Working Conditions ◽  
Early Childhood Educators ◽  
Non Profit ◽  
For Profit ◽  
Greater Toronto Area ◽  
Working Environments ◽  
Education And Care ◽  
Material Conditions ◽  
Two Sectors

This study examined early childhood educators’ perceptions of the differences in working conditions between for-profit and non-profit childcare centres and childcare sectors, in the Greater Toronto Area. Four early childhood educators who have worked in both for-profit and non-profit childcare centres were interviewed. This project was guided by Moss’ theory of democratic political practice with the goals of illuminating why early childhood education and care (ECEC) should be a public system and how researchers can ensure that ECEs’ experiences and voices are highlighted especially in early childhood practices and policies affecting them. Two themes emerged from the interviews. The first theme reveals variation between the material conditions in the participants’ working environments across the two sectors; the second theme exposes non-material factors of working in each sector as an ECE. Interviewed ECEs reported that non-profit childcare centres provide higher quality working conditions than forprofit childcare centres.

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.

Exploring Identity of Non-Native Teachers of English through Narratives of their Experience

2014 ◽  
pp. 140-170
Author(s):  
Magdalena Rostron
Keyword(s):  
Professional Identity ◽  
Educational System ◽  
Teacher Identity ◽  
Teaching Profession ◽  
Teaching Philosophies ◽  
Native Teachers ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teacher ◽  
The Way

The teaching profession, particularly in the field of TESOL, seems to be in the midst of transition, with teachers facing questions in regard to content, methods, audience, underlying principles, and goals of their teaching and, perhaps most importantly, their own professional identity in and out of the classroom. This chapter explores the issue of teacher identity and position in the fast-changing setting of the Qatari educational system, based on the author's own story as a non-native English-speaking teacher of English in Qatar and incorporating other NNES teachers' narratives. Using interviews and focused analysis of teachers' stories, the author investigates commonalities and contrasts in the way we formulate and practise teaching philosophies, examining how we are/can be teachers, native and non-native alike, in the TESOL landscape of Qatar.

scholarly journals The Experiences And Perceived Differences In Working Conditions Among Early Childhood Educators Who Have Worked In Both For-Profit And Non-Profit Childcare Centres In The Greater Toronto Area

2021 ◽  
Author(s):  
Christine Romain-Tappin
Keyword(s):  
Early Childhood ◽  
Working Conditions ◽  
Early Childhood Educators ◽  
Non Profit ◽  
For Profit ◽  
Greater Toronto Area ◽  
Working Environments ◽  
Education And Care ◽  
Material Conditions ◽  
Two Sectors

This study examined early childhood educators’ perceptions of the differences in working conditions between for-profit and non-profit childcare centres and childcare sectors, in the Greater Toronto Area. Four early childhood educators who have worked in both for-profit and non-profit childcare centres were interviewed. This project was guided by Moss’ theory of democratic political practice with the goals of illuminating why early childhood education and care (ECEC) should be a public system and how researchers can ensure that ECEs’ experiences and voices are highlighted especially in early childhood practices and policies affecting them. Two themes emerged from the interviews. The first theme reveals variation between the material conditions in the participants’ working environments across the two sectors; the second theme exposes non-material factors of working in each sector as an ECE. Interviewed ECEs reported that non-profit childcare centres provide higher quality working conditions than forprofit childcare centres.

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