No description available.

No description available.

Ed. D.

Ed. D.

提升學前教育的機會與品質成為世界趨勢，近年來中國大陸政府在普及學前教育進程中逐漸關注並出臺政策以保障和監控教育品質，這對幼兒園教師提出高績效表現的素質要求。然而，實踐一線的教師們面臨著國家和市場的雙重期待，究竟如何看待自己？又如何為職業賦予了什麼樣的意義？ 本研究借助詮釋性互動和符號互動論為理論視角，採用質化研究的取向，以北京為實地研究範圍，選取33名幼兒園教師和3名管理者，就其對身為教師的理解與詮釋展開深入訪談，輔之以文檔收集和實地觀察，探討幼兒園教師為職業賦予意義的過程。本研究主要有以下發現： / 首先，影響幼兒園教師身份的三種結構性力量分別是國家權力、市場話語和性別文化。這三種力量共同交織，巧妙地將幼兒園教師群體置於弱者之境，導致幼兒園教師身份空間被擠壓、身份異化和性別化。其次，符號互動論視角下，幼兒園教師身份構建就是幼兒園教師與他人進行外部互動和與自我進行內部互動的過程。不同工作情境下的幼兒園教師身份構建呈現三種不同的路徑：外部主導型、內部主導型以及內外兼顧型，從而構建出不同類型的幼兒園教師身份：保姆與廉價勞動力、有特色的專業工作者、我不是保姆而是___老師。最後，情緒在幼兒園教師身份構建中的作用表現在：情緒是身份的晴雨表、身份呈現的工具、身份承諾的動力及促進身份轉化的誘因。幼兒園教師在身份構建過程中情緒產生並嵌入其互動的工作情境中，與不同對象互動中呈現出不同的情緒地理。幼兒園教師情緒規則包括善於控制情緒，積極運用情緒，堅持微笑服務；其情緒勞動時間長、多樣性、強度大。他們並運用偽裝、抑制、自我勸服和釋放等情緒勞動策略。 / 本研究對幼兒園教師身份構建的探討豐富了教師身份研究；並回應了關於教師身份構建的宏觀結構因素、身份構建機制以及身份構建中的情緒等學術討論；同時，提出幼兒園教師專業性中的情緒情感維度，即情緒性的專業性。最後，就政府幼教政策推行以及政府制定市場規則方面提出政策建議，並探討了對幼兒園管理實踐的啟示。 / Improving the quality of preschool education has become a global trend. In recent years, the Chinese government has increasingly focused on universalizing preschool education in the country, launching policies to guarantee high-quality education. Rigorous requirements have also been implemented to maintain the caliber of preschool teachers. In this context, how do front-line teachers in Mainland China understand their teacher identities amid the objectives set by the state and the market for them? How do they make sense of their careers? Informed by the interpretive and symbolic interactionism perspectives, this multiple-case qualitative study examines how preschool teachers in Mainland China construct their professional identities and how they understand and interpret the roles of preschool teachers. Sources of data include in-depth interviews with 33 preschool teachers and 3 preschool leaders in Beijing, documents like teaching materials and school policies, as well as field observations. / The analysis of the multiple sources of data indicates that: (1) The professional identities of preschool teachers were primarily influenced by state power, market discourse, and gender culture. These influential forces acted mutually on one another and put preschool teachers into a weak position, thereby limiting, alienating, and sexualizing their identity. (2) From the perspective of symbolic interactionism, preschool teachers constructed their identity through external and internal interactions. Preschool teacher participants in the study are classified as external-interaction-dominant, internal-interaction-dominant, and both external- and internal-interaction, which constructed preschool teachers with different identities, such as baby-sitters, cheap laborers, professionals and teachers. (3) When constructing their identity, preschool teachers use their emotions as a barometer of their identity, a means to manifest their identity, a driving force for profession commitment, and a motivation to transform their identity.Preschool teachers demonstrate feelings and emotions during their identity construction and display emotional geographies when interacting with different objects in their working contexts. Their emotional labor is characterized by long duration, diversity, and stress. Their emotional rules include their capabilities to control their emotions, actively use their emotions, and deliver their service with a smile. Preschool teachers also employ a variety of emotional labor strategies such as emotional masking, emotional suppression, self-persuasion, and emotional release. This dissertation enriches the literature on teacher identity by illuminating the processes through which preschool teachers construct their own identities. The findings also respond to the academic discussion about the macro influential structural factors upon which teachers construct their identity, the identity construction mechanism, and the emotions they display during identity construction. This dissertation also proposes that emotion is a dimension of preschool teachers’ professionalism. From these insights, the government can revise preschool education policies, and regulate the rules of the market. And suggestions concerning improvements of management and practices at preschools are made as well. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 張麗敏. / Parallel title from added title page. / Thesis (Ph.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 231-250). / Abstracts also in Chinese. / Zhang Limin.

Based upon the findings of the study, improvement measures are suggested, namely, government subsidies to help the kindergartens to mediate market forces, restructuring of the bureaucratic-authoritarian management in kindergartens, promotion of home-school partnerships, empowerment of teachers through nurturing their pedagogical competence, and reformation of the philosophical underpinnings of teacher training. / The call for professionalism in kindergarten education has been an important educational issue over the past several decades in Hong Kong. Official expectations have been published to guide the services of kindergarten education and to supervise teachers' pedagogical practice. Kindergarten education services that are child centred and play based, and that practise integrated learning to nourish children's holistic and balanced development are advocated. However, Quality Assurance Inspection reports have shown that kindergarten teaching and learning is still teacher directed. Young children are passive recipients of knowledge. The services run counter to the progressive motives of the 2000 Education Reform in nurturing young children to be active and self-motivated life-long learners. Driven by the interest to study the practice-expectation gap, the present study sought to observe kindergarten teachers' classroom practice, investigate their pedagogical decision making, and reveal the complexities underpinning their pedagogical roles which, to an extent, emerged from the practice-expectation gap. / The data analysis suggests that the teacher informants' pedagogical decision making and practice were shaped by a number of intervening forces. These forces can be categorised into (a) the personal variables of the teacher informants in terms of their personal beliefs and values towards kindergarten education, (b) the contextual variables of school management structure and administrative arrangements within which the teacher informants delivered their teaching and fostered the children's learning, (c) the societal variables of parental expectations of the kindergarten education of their young children, and (d) the professional variables of the teacher training programmes and their training effectiveness that nurtured the teacher informants' pedagogical competence. Each of these variables represents a unique array of interferences for the teacher informants, and when drawn together, the combination of influences that thus emerges illustrates the complexities within which the teacher informants made their pedagogical decisions. Consequently, the pedagogical practices of teachers were pushed and pulled by these intervening forces, causing deviation from the Official Expectations. / The present study, framed by in a qualitative research design, employed on-site observations and teacher interviews, together with official document analysis and training curriculum document analysis. The wealth of data and information collected revealed that a practice-expectation gap does exist. / Fung, Kit Ho. / "December 2007." / Adviser: Chi-Chung Lam. / Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3023. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2007. / Includes bibliographical references (p. 405-462). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

Koo Wai-sze. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves [163-172]). / Abstracts in English and Chinese. / Contents --- p.i / Abstract --- p.v / Acknowledgement --- p.vii / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Current Situation of Preschool Education and Services in Hong Kong --- p.1 / Chapter 1.2 --- Historical Review of Preschool Education and Services in Hong Kong --- p.5 / Table 1.1: Percentage of children aged 3 to 5 attending schools (1971-1996) --- p.10 / Table 1.2: Gross enrolment ratios of Pre-Primaty Education in Selected Countries (1995-1997) --- p.10 / Chapter 1.3 --- Research Inquiries --- p.12 / Chapter 1.4 --- Structure of the Thesis --- p.19 / Chapter Chapter 2 --- Literature Review --- p.20 / Chapter 2.1 --- Functional School of Thought --- p.21 / Chapter 2.1.1 --- Functional Perspectives on Preschool Education and Servicesin Hong Kong --- p.27 / Chapter 2.2 --- Conflict School of Thought --- p.29 / Chapter 2.2.1 --- Conflict Perspectives on Preschool Education and Services in Hong Kong --- p.37 / Chapter 2.3 --- Institutionalist Perspectives and Organizational Analysis --- p.39 / Chapter 2.3.1 --- Organizational Perspectives --- p.39 / Chapter 2.3.2 --- Institution and Institutionalization --- p.42 / Chapter 2.3.3 --- The Problem of Isomorphism --- p.48 / Chapter 2.3.4 --- Institutionalist Perspectives on Preschool --- p.50 / Chapter 2.4 --- Theoretical Framework --- p.51 / Chapter 2.4.1 --- New Institutionalist Perspective on Institutionalization of Preschool Education and Services in Hong Kong --- p.51 / Chapter 2.4.2 --- New Institutionalist Perspectives on Preschool Education and Services --- p.52 / Chapter 2.4.3 --- The Child as Scientized Individual - Child-Centered Ideology --- p.56 / Chapter 2.4.4 --- The Form of Education Institution Embodied by Preschool Education --- p.61 / Chapter Chapter 3 --- Methodology --- p.64 / Chapter 3.1 --- Government and Other Documents --- p.64 / Chapter 3.2 --- Content Analysis --- p.66 / Chapter 3.2.1 --- Subject of Analysis and Method of Classification --- p.66 / Table 3.1 Analytical frameworks for content analysis of newspaper articles --- p.69 / Chapter 3.2.1.1 --- Formalization --- p.70 / Chapter 3.2.1.2 --- Modern Ideological Claims --- p.71 / Chapter 3.2.1.3 --- Conventional Conceptions on Preschool Education --- p.72 / Chapter 3.2.2 --- Unit of Analysis --- p.73 / Chapter 3.2.3 --- Limitations --- p.74 / Chapter 3.3 --- Interviews --- p.74 / Chapter Chapter 4 --- An Alternative Institutionalization 一 From Modern Education to Modern Early Childhood Education --- p.77 / Chapter 4.1 --- Preschool Education and Services under the Hong Kong Government --- p.80 / Chapter 4.2 --- The Changing Discourses of the Government 一 From Pragmatic Discourse to Child-centered Ideology --- p.84 / Chapter 4.2.1 --- Phase I: Pragmatic Discourse (from the fifties to the end of the seventies): Peripheral Status of Preschool in the Educational Sector --- p.86 / Chapter 4.2.2 --- Phase II (since the beginning of the eighties): Child-centered Ideology Discourse as Justification for Modern Early Childhood Education --- p.90 / Chapter 4.3 --- Child-centered Ideology as Source of Legitimacy --- p.94 / Table 4.1 Summary of recommendations on formalization of preschool education and services in government documents (1980-2000) --- p.98 / Chapter 4.4 --- The Redefinition of Preschool Education as Modern Early Childhood Education --- p.104 / Chapter Chapter 5 --- Other Forces in The Institutionalization of Preschool Education And Services --- p.107 / Chapter 5.1 --- "Child-centered ideology in the discourses of professionals, pressure groups and the media/ public" --- p.107 / Chapter 5.2 --- From newspaper ´ؤ an overview --- p.109 / "Table 5.1 Percentage of different types of discourses by actors (1960, 65,70,75,80- June, 2000)" --- p.111 / Chapter 5.2.1 --- Overall trend from 1960 to June2000 --- p.111 / "Figure 5.1 Number of News Items Concerning Preschool Education and Services in Ming Pao and Singtao Daily (1960,65,70,75,80-Jun, 2000)" --- p.113 / Chapter 5.2.3 --- Classification by discourse --- p.113 / Chapter 5.2.3.1 --- On formalization --- p.114 / "Table 5.2 a Percentage of form of discourses by Government (1960,65,70,75,80-Jun, 2000)" --- p.114 / "Table 5.2b Percentage of form of discourses by Professionals (1960,65,70,75,80-Jun, 2000)" --- p.115 / "Table 5.2 c Percentage of form of discourses by Pressure Groups (1960,65,70,75,80-Jun, 2000)" --- p.115 / "Table 5.2d Percentage of form of discourses by Media/ Public Opinion (1960,65,70,75,80-Jun, 2000)" --- p.116 / Table 5.3 The implementation of measures recommended in the White Paper (1982/83-84/85) --- p.117 / "Table 5.4 Percentage of discourses on formalization by actors (1960，65,70,75,80-Jun, 2000)" --- p.118 / Chapter 5.2.3.2 --- On modern ideological claims --- p.119 / "Table 5.5 Frequencies and percentage of modern ideological claims by actors (1960- June, 2000) (%)" --- p.122 / Chapter 5.2.3.3 --- On conventional conceptions on preschool education --- p.125 / Chapter 5.3 --- From other sources of data --- p.126 / Table 5.6 Comparison of news items by professionals and pressure groupsin selected years --- p.127 / Chapter 5.3.1 --- The Professionals --- p.130 / Chapter 5.3.1.1 --- Professional groups and individual professionals --- p.130 / Chapter 5.3.1.2 --- The practitioners --- p.136 / Chapter 5.3.2 --- Pressure groups --- p.139 / Chapter 5.3.3 --- Media and the Public --- p.140 / Chapter 5.4 --- Dynamics of different actors --- p.141 / Chapter Chapter 6： --- Conclusion --- p.145 / Chapter 6.1 --- The Institutionalization of Preschool Education and Services in Hong Kong with Child-centered Ideology as Cultural Model --- p.145 / Chapter 6.1.1 --- Dynamic Forces of the Actors --- p.150 / Table 6.1 Summary of the official reports from 1980 to2000 --- p.150 / Chapter 6.2 --- The Significance of Institutional Culture in Legitimating an Institution --- p.158 / Chapter 6.3 --- Limitations and Further Studies --- p.160 / Reference / Appendix

No description available.

The importance of quality pre-primary education is universally acknowledged in terms of the educational, social and economic benefits that accrue to the individual and society as a result of this type of educational provision. In South Africa, however, co-ordination, planning and funding of pre-primary education has never taken place at a national level. In terms of a policy statement made by the Minister of National Education in 1969, the four provincial authorities were given responsibility for the establishment and maintenance of pre-primary education, to be developed as and when the finances of the provinces permitted. The provinces opted for different types of provision and so expansion in this phase differed from place to place and almost exclusively benefited white children. In Natal, a highly successful system of provincially-controlled pre-primary schools was established, staffed by teachers employed by the Natal Education Department, whose salaries were funded by the Natal Provincial Administration. The money for the Natal pre-primary system did not come from the budget of the NED alone, but was supplemented by amounts transferred from other departments within the Natal Provincial Administration, authorised by the Provincial Council's 'right of virement' . The introduction of the Tricameral System, in 1986, led to the closure of the provincial governments and traditional sources of funding for pre-primary education were thus removed. Following the Government's declared commitment to move towards 'parity of provision' of education across all racially-based education departments, a new national financing formula for education was introduced in 1987. This consisted of a 'general affairs' component (applicable to all race groups) and an unknown 'global factor' which was still linked to 'own affairs ' provision. It was understood that the global factors would be equalised across race groups over a period of time. The main 'general affairs formula' was based on the number of pupils in compulsory education and did not include pre-primary pupils. This meant that pre-primary education did not receive funding or an allocation of teaching posts from this formula. The Government did not wish pre-primary education to become a 'general affair', because of the cost implications of extending provision to all race groups. As an interim measure, funding for existing white pre-primary education was included in the global factor relating to education under the Department of Education and Culture: House of Assembly. Bearing these factors in mind, this study attempts to: • outline the historical development of pre-primary education in South Africa. • describe the development of provincially-based pre-primary education, with particular reference to the Natal provincially-controlled system of pre-primary schools. • document the 'less than transparent' planning and ad-hoc decision-making that took place at a national level, as the government sought to divest itself of responsibility for provincially developed pre-school provision. • consider the implications of such decision making for the NED. Rapid political and social changes have taken place in South Africa in the 1990's, culminating in the election of the Government of National Unity in April 1994. During the past two years several policy documents on education have been published, which include options or proposals relating to pre-primary education. In the final chapter of this dissertation, some of the main policy documents are reviewed and areas of consensus are highlighted, particularly the need to: • transform current junior. primary (first phase) education by introducing a more activity-based, mediated learning approach. • establish state funded reception classes (Grade 0) for all children in the 5 - 6 year old range. • co-ordinate and upgrade pre-school services for the under 5's. The importance of funding, to develop and implement this policy vision, is stressed and the question of financial feasibility is briefly considered. Finally, attention is directed at the pivotal role that existing pre-primary teachers have to play in the development and delivery of teacher training courses (both in-service and pre-service) to equip people to teach in the first phase (Grade 0 - Grade 3). / Thesis (M.Ed.) - University of Natal, Durban, 1994.

This dissertation describes a microethnographic study of the induction of preschool children into the practices of schooled literacy at an ex-Natal Education Department, Anglican-affiliated preschool. The sources of data are participant observation and audio-recordings of planning time interaction; interviews with key informants; and site documentation. The principal finding of the study is that planning time, a seemingly inconsequential preschool event, differentially inducts children into literacy practices that anticipate expository reporting. Such literacy practices carry high prestige in Western capitalist society, being the recognised convention for presenting and contesting information. Planning time was originally designed as an intervention program to facilitate nonmainstream literacy acquisition by making the conventions explicit, thus minimising cultural and linguistic discontinuities between home and school-based literacy practices. However at Church Preschool, an essentially closed environment with access controlled by mechanisms such as waiting lists, this event has been co-opted to further maximise mainstream advantage. The data reveals that, despite a rhetoric of openness in making the norms explicit, planning time only inducts nonrnainstream children into elementary literacy practices. Beyond that point, the conventions become increasingly implicit and depend on shared knowledge of mainstream norms. Planning time functions as a covert gatekeeping event that effectively maintains the status quo by guarding access to powerful literacy practices. The tension between the rhetoric of openness and the reality of who gains mastery of the literacy practices suggests that planning time restricts access not on the level of entry, but at the point of acquisition. / Thesis (M.A.-Linguistics) - UnIversity of Natal, 1996.