A narrative examination of early childhood teachers’ shared identities in teamwork

Melasalmi, Anitta; Husu, Jukka

doi:10.1080/10901027.2017.1389786

Cited by 18 publications

(26 citation statements)

References 87 publications

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“…Specifically, kindergarten teachers are required to work as teams to organized and schedule educational activities. This means that they are called to continuously interact with colleagues, as well as with the other actors in their work environment, including the children's parents, who rely on them for direct everyday contact with the preschool service [91]. Existing studies have shown that the highly relational nature of the early childhood education setting has key implications for teachers' well-being and adjustment at school [91][92][93].…”

Section: The Direct and Indirect Effects Of Subjective Happiness And mentioning

confidence: 99%

“…As reported by Staw and Cohen-Charash [94], indeed, organizations may provide "strong situations" in which workers have higher chances to let their beliefs and dispositions arise and express. The role of organization may be meaningful for kindergarten teachers, as several studies have reported the collaboration within kindergarten staff (as well as with families and the broader social context) as being crucial to effectively pursue educational objectives [91][92][93]95,96]. Similarly, the effect of compassion and subjective happiness on work engagement was significantly higher when mediated by coping strategies.…”

Section: The Direct and Indirect Effects Of Subjective Happiness And mentioning

confidence: 99%

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The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit

Stasio

Benevene

Pepe

et al. 2020

IJERPH

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Background: The current cross-sectional study examines a model that was designed to advance understanding of the interplay between compassion towards teachers expressed by teaching colleagues, subjective happiness, proactive strategies and kindergarten teachers’ levels of work engagement, and perceived working environment fit. Methods: The research was conducted with a sample of 319 full-time in-service kindergarten teachers at Italian public preschools—a context in which a few previous studies have been carried out. Self-report questionnaires were administered: The Subjective Happiness Scale, the Santa Clara Brief Compassion Scale, the Utrecht Work Engagement Scale, the Proactive Strategy Scale, and the Teacher-working environment fit scale. Data were analyzed by using the structural equation modelling (SEM) approach. Results: Results show that compassion and subjective happiness have a direct positive total effect on work engagement, whereas the effects of compassion and subjective happiness on experienced working environment fit suggest that the association among constructs is mediated by the role of proactive strategies. Conclusions: Based on these findings, we strongly advocate that educational policy makers and head teachers’ pay close attention to the areas of personal and collective resources and work-related well-being, with a view to effectively address the promotion of early childhood teachers’ work engagement and working environment fit.

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Section: The Direct and Indirect Effects Of Subjective Happiness And mentioning

confidence: 99%

Section: The Direct and Indirect Effects Of Subjective Happiness And mentioning

confidence: 99%

The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit

Stasio

Benevene

Pepe

et al. 2020

IJERPH

View full text Add to dashboard Cite

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“…Relational tensions of an ethical nature occur when a teacher feels helpless against the norms of collective pressure not to range against colleagues, especially when considering the needs or welfare of a child (Campbell, 2005; Melasalmi & Husu, 2018). Therefore, teachers’ daily work involves knowing ways of making appropriate decisions within pedagogically challenging relationships (Husu, 2001).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Purposeful and Ethical Early Childhood Teacher: The Underlying Values Guiding Finnish Early Childhood Education

Melasalmi

Hurme

Ruókonen

2022

ECNU Review of Education

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Purpose The new Finnish National Core Curriculum for Early Childhood Education and Care (2018) strongly highlights pedagogical knowledge and practice, demanding teachers to develop their pedagogical thinking, evaluation, judgment, and operating culture. Since ethics is viewed as vital characteristics of the teaching profession, our objective is to make these complex ethical issues more visible to be subject to democratic discussion and change. Design/Approach/Methods The framework comprises a broad theory base of codes of ethics and professional codes of ethics of teaching. The research materials were national curricula of early childhood education and care (ECEC)- and preprimary education. The eight-step qualitative analysis process was applied to identify and shed light on the codes of ethics laying the foundations for purposeful and ethical early childhood education (ECE) teacher. Findings The results indicate that through both theoretical lenses, the Finnish ECEC curricula comprise several ethical codes. For the future purposeful ECE teachers as ethical professionals, the results raise questions for further discussion. Particularly, issues related to the ethics of care, intellectual freedom, inquiry stance, and professional competence, and diversity may further enhance our ECEC curricula. Originality/Value During recent decades, the ethics concerning ECEC have gained increasing global attention. Particularly, there is a large international consensus considering ECEC as a prominent policy equalizing opportunities.

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“…Secondly, in this safe, meaning-making environment they find a chance to develop a professional identity, which might be hard otherwise (Shepel, 1995). As they become comfortable in the teaching environment, they gain self-efficacy (Hong, 2010) and form their identities (Lee et.al., 2012;Melasalmi and Husu, 2018). Research shows that students who have had negative student teaching experiences or no student teaching experience at all are less likely to enter the profession or stay in the profession after the first year (Hong, 2010;Oh, Ankers, Llamas, & Tomyoy, 2005;Timostsuk & Ugaste, 2010).…”

Section: Student Teachingmentioning

confidence: 99%

“…When beginning teachers enter the field, they face many difficulties that can be both internal and external. (Kane and Francis, 2013;Melasalmi and Husu, 2018) While they are trying to define/refine their professional identity as a teacher (Xu, 2013), they also struggle to meet their students' needs, to meet the requirements of being a member of a school community, and to meet with the expectations of the school administration. The ability to manage all these demands may rest, in part, on their prior experience as a student teacher.…”

Section: Introductionmentioning

confidence: 99%

Beginning Early Childhood Teachers’ Reflections on Their Student Teaching Experiences

Ergişi¹

2019

Adıyaman Üniversitesi Eğitim Bilimleri Dergisi

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Öğretmenlik uygulamaları ve okul deneyimleri öğretmen adaylarına mesleğe başlamadan önce gerçek yaşam deneyimleri sağladığı için oldukça önemli bir yere sahiptir. Bu çalışma A.B.D'nin Arizona Eyalet Universitesi'nden mezun olmuş ve mesleğe yeni başlamış öğretmenlerin öğretmenlik uygulamaları ve okul deneyimlerine yönelik görüşleri incelenmiştir. Nitel araştırma yaklaşımının kullanıldığı bu çalışmada iki ayrı yarı-yapılandırılmış derinlemesine yüz yüze görüşme ve bir odak grup görüşmesi ile öğretmen görüşleri alınmıştır. Verilerin analizi sonucu öğretmenlik uygulaması ve okul deneyimi uygulamalarının, öğretmenlerin mesleğe başlamadan yeterli sınıf içi deneyimini belli oranda karşılamaktadır. Bununla birlikte, öğretmen adayları bu uygulamaların gerçek yaşam deneyimine hazırlama konusunda daha etkili olabilmesi için önemli öneriler sunmuşlardır. Öğretmenlik uygulamasının süresi ve zamanlaması da bu çalışmada vurgu yapılan önemli sonuçlardan biridir. Öğretmenler, öğretmenlik uygulamasının dönemin en başından başlamış olmasının kendileri öğretmenliğe başladığında dönemin başını daha sorunsuz geçirmelerine yardımcı olduğunu ifade etmişlerdir. Ayrıca danışman öğretmenin, öğretmenlik uygulaması ve okul deneyimindeki rolünün öğretmen adayları ve mesleğe yeni başlayan öğretmenler için olan önemi araştırmanın kayda değer sonuçlardan biri olarak çıkmıştır.

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A narrative examination of early childhood teachers’ shared identities in teamwork

Cited by 18 publications

References 87 publications

The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit

The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit

Purposeful and Ethical Early Childhood Teacher: The Underlying Values Guiding Finnish Early Childhood Education

Beginning Early Childhood Teachers’ Reflections on Their Student Teaching Experiences

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