Understanding the caring professional dispositions of the early childhood education teacher assistants in Chile

Abstract

Despite their crucial global importance in the daily work within classrooms, teacher assistants are barely addressed in early childhood education (ECE) teaching policy and research. In this context, little is known about features of their role – more commonly studied in the case of lead teachers – such as their professional dispositions. This paper analyses the discourses of a group of Chilean ECE teacher assistants about their dispositions, exploring possible intersections and dissonances of an ethics of care and mainstream technical practice approaches in ECE. Sixteen assistants from two ECE centres located in an urban suburb of Santiago de Chile took part in focus groups and interviews, and their discourses were analysed through a Reflexive Thematic Analysis. Findings show that teacher assistants address their role by producing a discourse informed by an ethics of care, but also drawing marginally on a mainstream technical perspective. The findings may help inform future ECE teaching policy in Chile, embracing new approaches to ECE professionalism that foreground caring practices and acknowledge the diversity of the workforce.