000			02094nab a22002057a 4500
003			BCACCS
005			20170608054207.0
008			100412s2006 o 000 0 eng d
040			_aBCACCS
100	1		_aLangford, Rachel _93791
245	1	0	_aDiscourses of the good early childhood educator in professional training _h[electronic resource] : _breproducing marginality or working toward social change
260			_c2006
300			_a1 online resource
520	3		_aThis 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. 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	_aCritical discourse analysis _93788
650		0	_aEarly childhood educators _93391 _xEducation and training
773	0		_tInternational Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies _gVol. 7, no. 1 (2006), pp. 115-125
856	4	1	_uhttp://files.eric.ed.gov/fulltext/EJ795122.pdf _zFull text
942			_2z _cARTICLE
999			_c1815 _d1815