Early childhood educators' identity changes in three decades: A case study in Hong Kong

Early childhood educators' identity changes in three decades: A case study in Hong Kong

• Chan, Po Lin The Hong Kong Institute of Education

2010

International Conference on Educational Research (ICER) 2010: Learning Communities for Sustainable Development (2010: Khon Kaen University, Thailand)

• M 教師與教師教育
  • MG 教育工作人員之身份認同、態度與意見

Teacher Identity

• Hong Kong

• 1997.7 onwards

• 學前教育

Early childhood education in Hong Kong has developed rapidly in the recent years in Hong Kong. Nevertheless, in the past three decades, the social status of early childhood education and early childhood educators were low comparing with other educational sections. The recent growth in early childhood education in Hong Kong has raised the early childhood teachers’ teacher identity. Teacher identity is an explicit view of self as teacher (Franzak, 2002) and is continually being informed, formed and reformed over time (Cooper and Olson, 1996). It evolves over career stages (Huberman, 1993) and is shaped by different forces: background, school experience, school, reform, and political contexts (Datnow et al., 2000; Sachs, 2000). In this study, my intention is to discuss how these social phenomenon and educational policies enhance three early childhood teachers’ professional identity over three decades.

Paper presented at the International Conference on Educational Research (ICER) 2010: Learning Communities for Sustainable Development

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/3ef0572c

2016-01-07