了解智利幼儿教育助教的关爱专业态度

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
Felipe Godoy, Iris Duhn, Gloria Quiñones
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引用次数: 0

摘要

尽管教师助理在教室的日常工作中发挥着至关重要的全球性作用,但在幼儿教育(ECE)教学政策和研究中却很少涉及到他们。在这种情况下,人们对他们的角色特点知之甚少--更多的研究是针对主班教师--比如他们的职业倾向。本文分析了一组智利幼儿教育助教关于其职业倾向的论述,探讨了幼儿教育中保育伦理与主流技术实践方法之间可能存在的交叉和不协调。来自智利圣地亚哥市郊两个幼教中心的 16 名助理教师参加了焦点小组和访谈,并通过反思性主题分析法对他们的论述进行了分析。研究结果表明,教师助理在处理自己的角色时,发表了以保育伦理为基础的言论,但也略微借鉴了主流技术观点。这些研究结果可能有助于为智利未来的幼教教学政策提供信息,使其采用新的幼教专业方法,突出关爱实践,并承认工作队伍的多样性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Understanding the caring professional dispositions of the early childhood education teacher assistants in Chile
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.
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来源期刊
Contemporary Issues in Early Childhood
Contemporary Issues in Early Childhood EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.70
自引率
8.30%
发文量
35
期刊介绍: Contemporary Issues in Early Childhood (CIEC) is a peer-reviewed international research journal. The journal provides a forum for researchers and professionals who are exploring new and alternative perspectives in their work with young children (from birth to eight years of age) and their families. CIEC aims to present opportunities for scholars to highlight the ways in which the boundaries of early childhood studies and practice are expanding, and for readers to participate in the discussion of emerging issues, contradictions and possibilities.
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