Constructing a professional identity: Some preliminary findings from students of early years education

Egan, Bridget A.

doi:10.1080/13502930485209401

Cited by 14 publications

(25 citation statements)

References 7 publications

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“…Three of Brock's (2013) seven dimensions (knowledge, skills and values) overlap with categories previously reported by Egan (2004) who used students' responses to different writing frames to identify categories which characterised their view of professional identity. Egan (2004, p. 25) invited teacher education students specialising in early years education to complete the following sentences: 'I will be a good early years professional because …' and 'In order to become a good early years professional I need …'.…”

Section: Identities As Professionals and As Professional Learnersmentioning

confidence: 69%

‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners

Trodd

Dickerson

2018

Professional Development in Education

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Emphasis on professionalisation of the childcare workforce internationally is associated with evidence that links education and experience of early years practitioners; quality of early education and care; and outcomes for children and families. In England, this has led to a proliferation of vocational undergraduate programmes. This article draws on research carried out with early years practitioners who were completing a sector endorsed foundation degree in early years programme that provided students in full-time employment with opportunities for professional and workplace learning. The students' views and experiences, documented in personal reflections and learning stories and voiced during focus groups, were complemented by those of early years managers and mentors. A critique of the findings to learn about developing early years practitioners' identities as professionals and as professional learners suggests that the students became confident, reflective professionals and learners who shared their learning and sought to implement change in their settings. This research has implications for developing early childhood education and care (ECEC) practitioners, new to academic study, as learners and as confident, reflective members of a professional workforce at a time of ongoing change and uncertainty in ECEC policy and practice nationally and internationally.

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Section: Identities As Professionals and As Professional Learnersmentioning

confidence: 69%

‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners

Trodd

Dickerson

2018

Professional Development in Education

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“…Daar word aanvaar dat die onderrig-en leerproses beïnvloed word deur sowel interne as eksterne faktore, wat (so word veronderstel) deur onderwysers gebruik word in die konstruksie en rekonstruksie van hul professionele onderwyseridentiteit (vgl. Billett & Somerville 2004;Day 2008;Egan 2004;Smith 2007). Die interaktiewe faktore wat 'n invloed op die identiteitvorming van 'n onderwyser kan hê, is eerstens dié wat ekstern tot die onderwyser is, soos die bestaande kurrikulum, publikasies oor opvoedkundige hervorming, onderrigervarings in spesifieke skoolkontekste en openbare verwagtings.…”

Section: Die Vorming Van Die Beginneronderwyser Se Professionele Idenunclassified

“…Die literatuur bevestig die belangrikheid van die aanvaarding van onderwysers aan die begin van hul loopbane. Hulle behoort te voel dat hulle waarde het as kollegas en behoort in die beroep verwelkom te word as onderwysers wat weet wat hulle doen en iets het om aan te bied (Day 2008;Egan 2004 …”

Section: Besprekingunclassified

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

Bornman

Botha

2015

Suid-Afrikaanse Tydskr Natuurwetenskap Tegnol

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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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“…(Rinaldi 2005, 56) Such co-construction of meanings in which teachers and learners engage together can also be identified in Aristotelian terms as a form of poiesis (making action). Both praxis (a combination of professional knowledge and values) and poiesis can be seen as contributing to professional knowledge and understanding (Egan 2004).…”

Section: Contextmentioning

confidence: 99%

Learning conversations and listening pedagogy: the relationship in student teachers’ developing professional identities

Egan

2009

European Early Childhood Education Research Journal

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Recent developments in early childhood education in the UK and other parts of Europe have emphasised the importance of dialogue between adults and children. In the UK, the EPPE project paid particular attention to the role of extended child-centred conversations ('sustained shared thinking ' -Sylva et al. 2003) as an important element or indicator of high quality in the practice of successful early years settings. On the political front, inspired by the practice of the Reggio Emilia pre-schools among others, Dahlberg and Moss (2005) and Rinaldi (2005) advocate a 'listening pedagogy' which pays attention to the concerns and constructs which young children have, rather than imposing institutionally focused goals. How do these twenty-first century insights reflect and relate to the work of Vygotsky (1978) in identifying the ways in which knowledge is developed in young children through dialogue? And how do young teachers incorporate these ideas in a developing teacher identity or 'professionality' (Moriarty 2000)? In this paper I analyse the reported experience of two cohorts of undergraduate teacher trainees in engaging children in preschool settings in 'sustained shared thinking'. This is done using the students' subsequent reflection on the events, using a writing frame. I relate outcomes to issues of legitimate peripheral participation in communities of learning and communities of practice (Lave and Wenger 1991) and discuss the implications for teacher development.RÉSUMÉ: Les développements récents dans l'éducation de la petite enfance au Royaume-Uni et dans d'autres parties de l'Europe ont souligné l'importance du dialogue entre les adultes et les enfants. Au Royaume-Uni, le projet EPPE a accordé une attention particulière au rôle des conversations prolongées centrées sur les enfants ('la pensée partagée soutenue ' -Sylva et al. 2003) comme élément important ou indicateur de qualité dans la pratique des équipements préscolaires. D'un point de vue politique, inspiré par la pratique des structures préscolaires de Reggio Emilia notamment, Dahlberg and Moss (2005) et Rinaldi (2005) plaident pour une 'pédagogie de l'écoute' qui prête attention aux préoccupations et aux idées des jeunes enfants, plutôt que d'imposer des objectifs déterminés institutionnellement. Dans quelle mesure ces conceptions du 21ème siècle renvoient et se rapportent à l'oeuvre de Vygotsky (1978) si l'on identifie les façons dont la connaissance des jeunes enfants se développe dans le dialogue ? Et comment les jeunes professeurs intègrent-ils ces idées en développant leur identité d'enseignant ou leur 'professionnalité' (Moriarty 2000)? Dans cet article, j'analyse l'expérience rapportée par deux cohortes d'enseignants-stagiaires pour engager des enfants de structures préscolaires dans une 'pensée partagée soutenue'. L'analyse s'appuie sur la réflexion ultérieure des étudiants sur ces événements, dans le cadre d'un travail d'écriture. Je relie ces résultats aux questions de la participation périphérique légitime dans les communautés *Email: bridg...

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Constructing a professional identity: Some preliminary findings from students of early years education

Cited by 14 publications

References 7 publications

‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners

‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners

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

Learning conversations and listening pedagogy: the relationship in student teachers’ developing professional identities

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