Professional role and identity of Icelandic preschool teachers : effects of stakeholders’ views
In this article, we explore the reality of Icelandic preschool teachers who are, as in most other countries, predominantly female. The gendered nature of the role and the current identity adopted by preschool teachers appear to impact on their perceived status and professionalism. In this process, s...
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Language: | English |
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Online Access: | http://hdl.handle.net/1946/19315 |
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ftskemman:oai:skemman.is:1946/19315 2023-05-15T16:50:45+02:00 Professional role and identity of Icelandic preschool teachers : effects of stakeholders’ views Arna H. Jónsdóttir 1953- Coleman, Marianne Háskóli Íslands 2014-06 application/pdf http://hdl.handle.net/1946/19315 en eng http://dx.doi.org/10.1080/09575146.2014.919574 Early Years: An International Research Journal 1472-4421 http://hdl.handle.net/1946/19315 Preschool teachers Professionalism Leadership Gender Leikskólakennarar Fagmennska Leiðtogar Kynferði Article 2014 ftskemman https://doi.org/10.1080/09575146.2014.919574 2022-12-11T06:57:02Z In this article, we explore the reality of Icelandic preschool teachers who are, as in most other countries, predominantly female. The gendered nature of the role and the current identity adopted by preschool teachers appear to impact on their perceived status and professionalism. In this process, stakeholders in early childhood education (ECE), as well as the preschool teachers themselves, play important parts. The question that underlies the paper is: ‘How do the views of preschool teachers and stakeholders in ECE affect the preschool teachers’ professional identity?’ The data used to answer the question are from focus group research carried out with preschool teachers and stakeholders in ECE in one community in Iceland. These stakeholders, besides preschool teachers and staff within the preschools, were parents, professionals at the municipal preschool office and politicians. The theoretical perspective informing the methodology of the research was ‘symbolic interactionism’ and the concept of ‘democratic professionalism’ was used as an aspirational framework to analyse the data. The findings reveal connections between the ideology relating to the preschool teachers’ educational role, their limited leadership and the gendered views of stakeholders. At the end of the paper, implications and recommendations for preschool teachers are suggested. Article in Journal/Newspaper Iceland Skemman (Iceland) Early Years 34 3 210 225 |
institution |
Open Polar |
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Skemman (Iceland) |
op_collection_id |
ftskemman |
language |
English |
topic |
Preschool teachers Professionalism Leadership Gender Leikskólakennarar Fagmennska Leiðtogar Kynferði |
spellingShingle |
Preschool teachers Professionalism Leadership Gender Leikskólakennarar Fagmennska Leiðtogar Kynferði Arna H. Jónsdóttir 1953- Coleman, Marianne Professional role and identity of Icelandic preschool teachers : effects of stakeholders’ views |
topic_facet |
Preschool teachers Professionalism Leadership Gender Leikskólakennarar Fagmennska Leiðtogar Kynferði |
description |
In this article, we explore the reality of Icelandic preschool teachers who are, as in most other countries, predominantly female. The gendered nature of the role and the current identity adopted by preschool teachers appear to impact on their perceived status and professionalism. In this process, stakeholders in early childhood education (ECE), as well as the preschool teachers themselves, play important parts. The question that underlies the paper is: ‘How do the views of preschool teachers and stakeholders in ECE affect the preschool teachers’ professional identity?’ The data used to answer the question are from focus group research carried out with preschool teachers and stakeholders in ECE in one community in Iceland. These stakeholders, besides preschool teachers and staff within the preschools, were parents, professionals at the municipal preschool office and politicians. The theoretical perspective informing the methodology of the research was ‘symbolic interactionism’ and the concept of ‘democratic professionalism’ was used as an aspirational framework to analyse the data. The findings reveal connections between the ideology relating to the preschool teachers’ educational role, their limited leadership and the gendered views of stakeholders. At the end of the paper, implications and recommendations for preschool teachers are suggested. |
author2 |
Háskóli Íslands |
format |
Article in Journal/Newspaper |
author |
Arna H. Jónsdóttir 1953- Coleman, Marianne |
author_facet |
Arna H. Jónsdóttir 1953- Coleman, Marianne |
author_sort |
Arna H. Jónsdóttir 1953- |
title |
Professional role and identity of Icelandic preschool teachers : effects of stakeholders’ views |
title_short |
Professional role and identity of Icelandic preschool teachers : effects of stakeholders’ views |
title_full |
Professional role and identity of Icelandic preschool teachers : effects of stakeholders’ views |
title_fullStr |
Professional role and identity of Icelandic preschool teachers : effects of stakeholders’ views |
title_full_unstemmed |
Professional role and identity of Icelandic preschool teachers : effects of stakeholders’ views |
title_sort |
professional role and identity of icelandic preschool teachers : effects of stakeholders’ views |
publishDate |
2014 |
url |
http://hdl.handle.net/1946/19315 |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
http://dx.doi.org/10.1080/09575146.2014.919574 Early Years: An International Research Journal 1472-4421 http://hdl.handle.net/1946/19315 |
op_doi |
https://doi.org/10.1080/09575146.2014.919574 |
container_title |
Early Years |
container_volume |
34 |
container_issue |
3 |
container_start_page |
210 |
op_container_end_page |
225 |
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1766040867159670784 |