"Professional Feeling": One Early Childhood Educator's Emotional Discomfort as a Teacher and Learner

Autor/inn/en	Madrid, Samara; Baldwin, Nikki; Frye, Eleanor
Titel	"Professional Feeling": One Early Childhood Educator's Emotional Discomfort as a Teacher and Learner
Quelle	In: Journal of Early Childhood Research, 11 (2013) 3, S.274-291 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X13484240
Schlagwörter	Preschool Teachers; Teacher Attitudes; Faculty Development; Ethnography; Emotional Response; Online Courses; Graduate Study; Sociology; Play; Prior Learning; Outcomes of Education; Attitude Change; Values; Reflection; Social Justice; Feminism; Toys; Films; Aggression; Peer Relationship; Females; Qualitative Research + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Ethnografie; Emotionales Verhalten; Online course; Online-Kurs; Aufbaustudium; Graduiertenstudium; Hauptstudium; Soziologie; Spiel; Vorkenntnisse; Lernleistung; Schulerfolg; Attitudinal change; Einstellungsänderung; Wertbegriff; Soziale Gerechtigkeit; Feminismus; Toy; Spielzeug; Film; Peer-Beziehungen; Weibliches Geschlecht; Qualitative Forschung
Abstract	Using feminist and poststructuralist accounts of teacher emotion, the analysis presented in this article examines one teacher's emotion as she participated in a 6-month ethnographic study of emotion in her preschool classroom while enrolled in an online graduate course focused on the sociology of childhood and socially just curriculum. Analysis followed the ethnographic procedures of Spradley's Developmental Research Sequence to determine themes and patterns within field notes, audio and video data, interview transcripts, and online course documents. The findings showed that emotional discomfort was a central theme as the teacher considered the children's play in relation to the knowledge acquired in the graduate online course and vice versa. More specifically, the findings revealed the teacher's discomfort and the resulting struggle and ambivalence she encountered as new information about children's social worlds disrupted her prior beliefs, values, and feelings. This study uncovers how emotional discomfort can provide productive grounds for reflection, disequilibrium, and dialogue about early childhood classroom practices. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10