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Paula Gerstenblatt Monica Faulkner Ahyoung Lee Linh Thy Doan Dnika Travis 《Early Childhood Education Journal》2014,42(1):67-75
Family child care providers contend with a number of work stressors related to the dual roles of operating a small business and providing child care in their home. Research has documented many sources of work related stress for family child care providers; however, research examining family child care providers’ experiences outside of the lens of quality of care and child outcomes is dated and scant. This study consisted of three focus groups of 11 family child care providers who shared their perspectives on work related stressors and well-being. Many of the study findings were congruent with previous research in the field; however, a key finding in this study was the importance of family child care providers to assert and establish a professional identity to mitigate work related stress. Recommendations and strategies to assist family child providers in constructing a professional identity are discussed. 相似文献
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Bruce Torff Kathleen Kimmons Andrew Budris Elizabeth Solosky Jay Maqsood Jean Benincasa 《The Educational forum》2020,84(2):140-149
AbstractTheory and research in teachers’ interactional styles and authoritative teaching typically posit two factors, including response and a second factor featuring some combination of demand and control. Two survey-research projects examined how teachers construe interactional styles, with results suggesting three discrete factors: response, demand, and control. The optimal interactional style is more complex than the formula of high response and high demand/control emphasized in literature in this area. 相似文献
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Bruce Maxwell 《Journal of Philosophy of Education》2015,49(1):86-106
This article is concerned with the downsides of using the language of professionalism in educational discourse. It suggests that the language of professionalization can be a powerful rhetorical device for promoting welcome and necessary changes in the field of teaching but that, in doing so, it can unintentionally misrepresent the work that teachers do. Taking as a theoretical framework Lakoff and Johnson's metaphor theory, the article argues that ‘teacher as professional’ should be seen as a metaphor of teaching on par with other metaphors familiar from the history of educational thought. What metaphors of teaching have in common, the article advances, is that they systematically highlight certain aspects of teaching while hiding others. The significance of this conclusion is twofold. Appreciating the limits of the ‘teacher as professional’ metaphor provides guidance about how to use more effectively ‘professionalism’ as a normative standard for promoting change in teaching and teacher education. Second, appreciating the metaphorical character of ‘teacher as professional’ has heuristic value in that it offers a novel explanation for the controversial trend towards conceptualising teaching in narrowly instructional terms. 相似文献