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

Bibliographic Data

ID12486386
AuthorsMarcela Pardo (0000-0001-5484-4450, University of Chile, corresponding author), Maria José Pérez (0000-0002-5386-6612, University of Nottingham)
Year2019
Volume31
Issue1
Pages67-92
Publication date2019-01-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCulture and Education (JOURNAL)
Journal identifiersISSN: 1135-6405 • E-ISSN: 1578-4118
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/11356405.2018.1559490
OpenAlexW2912501960
LanguageES
Citations received12
References cited33

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

Agency (philosophy · Art · Childhood education · Context (archaeology · Developmental psychology · Early childhood · Early childhood education · Geography · Humanities · Identity (music · Narrative · Negotiation · Pedagogy · Social science · Sociology · Early Childhood Education and Development · Education in Rural Contexts · Psychology · Teacher Education and Leadership Studies

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