Date(s) - Jan Thu 4 2018
6:00 pm - 8:30 pm
Categories No Categories
Title of event:
Infant, Toddler and Preschool teachers’ critical inquiry session
Public details to be published on calendar:
The issues that impact ECE teachers’ professional identities are many, and yet how ECE teachers see themselves as professionals; how they perceive the struggles in the field of ECE and their place in the field; how they make sense of their daily experiences as teachers and what they see the purpose of their work; and what changes are needed to better support ECE teachers are largely unasked – that is what this study seeks to ask ECE teachers, to listen to and to try to understand.
This study embarks in a process of learning together with ECE teachers to explore their professional identities. We will examine together how they construct and negotiate their professional identities using the PAR method of Photovoice, reflective writing exercises, role playing, and other representational artifacts and reflections, along with our facilitated discussions. Throughout the process, we will look together at how ECE professional contexts and discourses inform ECE teachers’ professional identities; how sociopolitical structures work to influence their professional identities; how ECE teachers experience their own agency; and how ECE educators can cultivate their voices to influence the field of ECE, their own professional contexts, with their colleagues, and experience empowerment within themselves as individual professionals.
If you are an ECE Teacher working in the East Bay you are invited to participate in this initial critical inquiry session to learn more about this study and to think together with other ECE teachers about what it means to be a teacher of infants, toddlers and preschoolers at this time in the field of early care and education.