Reluctantly Governed: The Struggles of Early Educators in a Professional Development Course That Challenged Their Teaching in a High-Stakes Neo-Liberal Early Education Context

Autor/inn/en	Brown, Christopher P; Weber, Natalie Babiak; Yoon, Yeojoo
Titel	Reluctantly Governed: The Struggles of Early Educators in a Professional Development Course That Challenged Their Teaching in a High-Stakes Neo-Liberal Early Education Context
Quelle	In: Contemporary Issues in Early Childhood, 17 (2016) 2, S.210-234 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9491
DOI	10.1177/1463949116647286
Schlagwörter	Early Childhood Education; Neoliberalism; Preschool Teachers; Urban Schools; School Districts; Faculty Development; Teacher Attitudes; Teaching Methods; Educational Philosophy; Culturally Relevant Education; Qualitative Research; Teacher Educators; Elementary School Teachers; Interviews + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Neo-liberalism; Neoliberalismus; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Qualitative Forschung; Teacher education; Lehrerausbildung; Lehrerbildung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik
Abstract	This article documents the pedagogical and practical struggles of a sample of early educators in a large urban school district in the USA who engaged in a professional development course which offered them alternative conceptions of teaching that critically questioned the norms and practices of their high-stakes neo-liberal early education system. Examining the evolution of some of these teachers' conceptions and practices illuminates the challenges that exist in attempting to address culturally relevant issues with students in a highly scripted and surveilled teaching context. It also reveals three key issues that early educators, teacher educators, and those who advocate for early childhood education should consider when developing and/or enacting alternative conceptions of teaching in similar neo-liberal early education environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01