Preschool teachers as undercover agents within the figured world of public school. (June 2018)

• Record Type: Journal Article
• Authors: Sisson, Jamie Huff
• Is Part Of: Contemporary issues in early childhood. Volume 19:Number 2(2018:Jun.)
• Page Start: 142
• Page End: 153
• Publication Date: 2018-06
• Subjects: Cultural models theory -- early childhood -- narrative inquiry -- professional identities; Child development -- Periodicals; Early childhood education -- Periodicals; Children -- Periodicals; Social work with children -- Periodicals; 305.231
• DOI: 10.1177/1463949118774908
• Languages: English
• ISSNs: 1463-9491

Abstract

This article explores the lived and sometimes clandestine professional experiences of early childhood teachers who exist within contexts where dominant discourses of professional are competing with teacher's own understandings of their professional identities. Cultural models theory is used to shed light on the secrete and undercover work of public preschool teachers as they resist the prevailing managerial discourse and assert their understandings of their professional identities behind the closed doors of their classrooms.