Discourses of the good early childhood educator in professional training (Record no. 1815)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02094nab a22002057a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | BCACCS |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20170608054207.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 100412s2006 o 000 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | BCACCS |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Langford, Rachel |
| 9 (RLIN) | 3791 |
| 245 10 - TITLE STATEMENT | |
| Title | Discourses of the good early childhood educator in professional training |
| Medium | [electronic resource] : |
| Remainder of title | reproducing marginality or working toward social change |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | 2006 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 1 online resource |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | This research explores connections between the ways in which an early childhood educator (ECE) identity is discursively formed within professional training and the marginalization of the ECE workforce. The underlying premise was that pedagogical discourses of the ECE regarded as "good" contribute to the formation of a particular kind of worker who is prepared and expected to work in a stratified gendered, educational labour market. Several interrelated critical questions guided the research. The author sought to identify both historical and contemporary discursive representations of the good ECE, to explain how working conditions as well as divisions of gender, race, ethnicity and class are represented in the discourses and to examine how the discourses function ideologically. She also wanted to identify crises in the discourses from which new constructions could potentially emerge to initiate social changes in ECE identity formation, social relations and economic arrangements.<br/><br/>Descriptors: Early Childhood Education, Professional Training, Social Change, Foreign Countries, Qualitative Research, Interviews, Teacher Attitudes, Portfolio Assessment, Knowledge Base for Teaching, Teacher Competency Testing, Teacher Education, Book Reviews |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Critical discourse analysis |
| 9 (RLIN) | 3788 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Early childhood educators |
| 9 (RLIN) | 3391 |
| General subdivision | Education and training |
| 773 0# - HOST ITEM ENTRY | |
| Title | International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies |
| Related parts | Vol. 7, no. 1 (2006), pp. 115-125 |
| 856 41 - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | http://files.eric.ed.gov/fulltext/EJ795122.pdf |
| Public note | Full text |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| ARTICLE | Journal Article |
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