Novice teachers' work: constructing 'different' children?

Susan Krieg

    Research output: Contribution to journalArticlepeer-review

    4 Citations (Scopus)

    Abstract

    Developing a teacher identity is an ongoing and multifaceted process. In part, the process involves finding a voice amid the clamour of other, often contradictory, voices and complex conditions in which teachers find themselves. Drawing from a larger study of teacher professional identities, this paper explores how two beginning early childhood educators talk about what it means to teach. The paper focuses on how these novice teachers position themselves, and are positioned, by their understandings of the 'child'. This focus on children is particularly relevant to understanding teacher identities for in educational contexts, teachers and children are inextricably linked - they are part of a relational pair. Using critical discourse analysis as a way of examining interview data, I discuss how a discourse of the 'normal' child constructs particular identity positions for children and the adults who work with them.

    Original languageEnglish
    Pages (from-to)57-68
    Number of pages12
    JournalAsia-Pacific Journal of Teacher Education
    Volume38
    Issue number1
    DOIs
    Publication statusPublished - Feb 2010

    Keywords

    • Early childhood educator
    • Normalcy
    • Professional identities
    • Social construction of childhood

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