Resisting schoolification from the classroom. Exploring the professional identity of early childhood teachers in Chile

Pardo, Marcela; Opazo, Maria-Jose

Abstract

This article presents a study which aimed to explore the professional identity of early childhood teachers in Chile, applying a sociocultural approach. Relying on an exploratory qualitative design, data were collected through focus groups and photo-narratives. The findings show that these teachers understand that child-centred pedagogy is the pillar of their professional identity; that they perceive that this is under threat from the schoolification of early childhood education; and that they admit that their capacity to resist this tendency is limited to the classroom. These findings suggest that, having scarce resources available to negotiate their professional identity in their working context, early childhood teachers in Chile have a limited capacity for agency.

Más información

Título según WOS: Resisting schoolification from the classroom. Exploring the professional identity of early childhood teachers in Chile
Título según SCOPUS: Resisting schoolification from the classroom. Exploring the professional identity of early childhood teachers in Chile [Resistiendo la escolarización desde el aula. Explorando la identidad profesional de las docentes de primera infancia en Chile]
Título de la Revista: CULTURA Y EDUCACION
Volumen: 31
Número: 1
Editorial: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Fecha de publicación: 2019
Página de inicio: 67
Página final: 92
Idioma: English; Spanish
DOI:

10.1080/11356405.2018.1559490

Notas: ISI, SCOPUS