A Keyword Network Analysis of the Research Published on Professionalism in Early Childhood Education and Care between 2000 and 2019

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참고문헌 (86)

1. Andrew, Y., "‘I’m strong within myself’: Gender, class and emotional capital in childcare", British Journal of Sociology of Education, 36(5), pp.651~668 (2015)[DOI]
2. Andrew, Y., "What we feel and what we do: Emotional capital in early childhood work", Early Years, 35(4), pp.351~365 (2015)[DOI]
3. Bai, H., "Editorial introduction to special themed issue: Working compassion", Paideusis, 21(2), pp.2~4 (2014)[DOI]
4. Balduzzi, L., "Promoting professional development in early childhood education and care (ECEC) field: The role of welcoming newcomers teachers", Procedia Social and Behavioral Sciences, 15, pp.843~849 (2011)[DOI]
5. Bastian, M., "Gephi: An open source software for exploring and manipulating networks", Proceedings of the International AAAI Conference on Weblogs and Social Media (2009)
6. Blondel, V. D., "Fast unfolding of communities in large networks", Journal of Statistical Mechanics : Theory and Experiment, 10, pp.1~12 (2008)[DOI]
7. Bowman, B., "Eager to learn: Educating our preschoolers" (2001), National Academy Press
8. Borgatti, S. P., "Analyzing social networks" (2013), Sage
9. Brock, A., "Building a model of early years professionalism from practitioners’ perspectives", Journal of Early Childhood Research, 11(1), pp.27~44 (2012)[DOI]
10. Brooker, L., "Childminders, parents and policy : Testing the triangle of care", Journal of Early Childhood Research, 14(1), pp.69~83 (2014)[DOI]
11. Cable, C., "The critical issues in the early years: Professionalization, leadership and management in the early years", pp.147~162 (2011), SAGE Publications Ltd
12. Cameron, C., "Men in the nursery revisited : Issues of male workers and professionalism", Contemporary Issues in Early Childhood, 7(1), pp.68~79 (2006)[DOI]
13. Campbell-Barr, V., "The silencing of the knowledge-base in early childhood education and care professionalism", International Journal of Early Years Education, 26(1), pp.75~89 (2017)[DOI]
14. Campbell-Barr, V., "Professional knowledges for early childhood education and care", Journal of Childhood Studies, 44(1), pp.134~146 (2019)[DOI]
15. Choi-wa Dora, H., "Understanding the complexity of preschool teaching in Hong Kong: The way forward to professionalism", International Journal of Educational Development, 26(3), pp.305~314 (2006)[DOI]
16. Clarke, J., "The managerial state" (1997), Sage
17. Colley, H., "Learning to labour with feeling : Class, gender, and emotion in childcare education and training", Contemporary Issues in Early Childhood, 7(1), pp.15~29 (2006)[DOI]
18. Colmer, K., "Collaborative professional learning : Contributing to the growth of leadership, professional identity and professionalism", European Early Childhood Education Research Journal, 25(3), pp.436~449 (2017)[DOI]
19. Dalli, C., "Pedagogy, knowledge and collaboration : Towards a ground-up perspective on professionalism", European Early Childhood Education Research Journal, 16(2), pp.171~185 (2008)[DOI]
20. Davis, G., "Graduate leaders in early childhood education and care settings, the practitioner perspective", Management in Education, 28(4), pp.156~160 (2014)[DOI]
21. Dayan, Y., "Towards professionalism in early childhood practicum supervision – A personal journey", European Early Childhood Education Research Journal, 16(2), pp.153~170 (2008)[DOI]
22. Einarsdóttir, J., "The role of preschools and preschool teachers : Icelandic preschool educators’ discourses", Early Years, 23(2), pp.103~116 (2003)[DOI]
23. Elfer, P., "Key persons in the nursery: Building relationships for quality provision" (2003), David Fulton
24. Evans, S., "The social worker as transdisciplinary professional : A reflective account", Australian Social Work, 70(4), pp.500~507 (2017)[DOI]
25. Feeney, S., "Professionalism in early childhood education: Doing our best for young children" (2012), Pearson
26. Fenech, M., "Promoting early childhood teacher professionalism in the Australian context : The place of resistance", Contemporary Issues in Early Childhood, 11(1), pp.89~105 (2010)[DOI]
27. Forster, J., "The key worker: Resources for early childhood intervention professionals: An early childhood intervention inclusion" (2012), Noah’s Ark Inc
28. French-Lee, S., "An exploratory qualitative study of ethical beliefs among early childhood teachers", Early Childhood Education Journal, 43(5), pp.377~384 (2014)[DOI]
29. Fried, L., "Education, language and professionalism : Issues in the professional development of early years practitioners in Germany", Early Years, 29(1), pp.33~44 (2009)[DOI]
30. Gammage, P., "Early childhood education and care : Politics, policies and possibilities", Early Years, 26(3), pp.235~248 (2006)[DOI]
31. Gananathan, R., "Negotiating status : The impact of union contracts on the professional role of RECEs in Ontario’s full-day kindergarten programs", Journal of Childhood Studies, 40(1), pp.20~35 (2015)[DOI]
32. Gramelt, K., "Diversity in early childhood education : A German perspective", Early Years, 33(1), pp.45~58 (2013)[DOI]
33. Hakim, L., "‘To be professional is a never-ending journey’ : Indonesian early childhood practitioners’ views about the attitudes and behaviours of a professional teacher", Early Years, 38(3), pp.244~257 (2016)[DOI]
34. Hargreaves, A., "Four ages of professionalism and professional learning", Teachers and Teaching, 6(2), pp.151~182 (2000)[DOI]
35. Harwood, D., "‘It’s more than care’ : Early childhood educators’ concepts of professionalism", Early Years, 33(1), pp.4~17 (2013)[DOI]
36. Havnes, A., "ECEC professionalization-Challenges of developing professional standards", European Early Childhood Education Research Journal, 26(5), pp.657~673 (2018)[DOI]
37. Holroyd, C., "Are assessors professional", Active Learning in Higher Education, 1(1), pp.28~44 (2000)[DOI]
38. Hostettler Schärer, J., "How educators define their role : Building ‘professional’ relationships with children and parents during transition to childcare : A case study", European Early Childhood Education Research Journal, 26(2), pp.246~257 (2018)[DOI]
39. Hujala, E., "Perspectives of early childhood teachers on parent-teacher partnerships in five European countries", European Early Childhood Education Research Journal, 17(1), pp.57~76 (2009)[DOI]
40. Hyson, M, "Preparing early childhood professionals: NAEYC’s standards for programs" (2003), NAEYC
41. "Common framework of the federal states for early education in day-care centers" (2004)[URL]
42. Jónsdóttir, A. H., "Professional role and identity of Icelandic preschool teachers : Effects of stakeholders’ views", Early Years, 34(3), pp.210~225 (2014)[DOI]
43. Korkeamäki, R. -L., "Implementing curricula that depend on teacher professionalism : Finnish preschool and early childhood core curricula and literacy-related practices", European Early Childhood Education Research Journal, 20(2), pp.217~232 (2012)[DOI]
44. Lazzari, A., "Reconceptualising professionalism in early childhood education : Insights from a study carried out in Bologna", Early Years, 32(3), pp.252~265 (2012)[DOI]
45. Löfdahl, A., "Teacher-parent relations and professional strategies : A case study on documentation and talk about documentation in a Swedish preschool", Australasian Journal of Early Childhood, 39(3), pp.103~110 (2014)[DOI]
46. Löfgren, H., "Learning in preschool : Teachers’ talk about their work with documentation in Swedish preschools", Journal of Early Childhood Research, 15(2), pp.130~143 (2015)[DOI]
47. Madrid, S., "“Professional feeling”: One early childhood educator’s emotional discomfort as a teacher and learner", Journal of Early Childhood Research, 11(3), pp.274~291 (2013)[DOI]
48. McCarthy, J., "Early childhood teacher preparation", pp.82~101 (1990), Teachers College Press
49. Michel, M., "Early childhood educators’ competences for supporting children’s academic language skills in Germany", Language Awareness, 23(1-2), pp.138~156 (2014)[DOI]
50. Miller, L., "Developing professionalism within a regulatory framework in England : Challenges and possibilities", European Early Childhood Education Research Journal, 16(2), pp.255~268 (2008)[DOI]
51. Oberhuemer, P., "Conceptualising the early childhood pedagogue : Policy approaches and issues of professionalism", European Early Childhood Education Research Journal, 13(1), pp.5~16 (2005)[DOI]
52. "Research brief: Qualifications, education and professional development matters" (2012)[URL]
53. Oliveira-Formosinho, J., "The specific professional nature of early years education and styles of adult", child interaction, 2001, pp.9(1), 57~72
54. Osgood, J., "Deconstructing professionalism in early childhood education : Resisting the regulatory gaze", Contemporary Issues in Early Childhood, 7(1), pp.5~4 (2006)[DOI]
55. Osgood, J., "Childcare workforce reform in England and ‘the early years professional’ : A critical discourse analysis", Journal of Education Policy, 24(6), pp.733~751 (2009)[DOI]
56. Osgood, J., "Reconstructing professionalism in ECEC : The case for the ‘critically reflective emotional professional’", Early Years, 30(2), pp.119~133 (2010)[DOI]
57. Pacini-Ketchabaw, V., "Journeys: Reconceptualizing early childhood practices through pedagogical narration" (2015), University of Toronto Press
58. Pantic, N., "Teacher competencies as a basis for teacher education – Views of Serbian teachers and teacher educators", Teaching and Teacher Education, 26(23), pp.694~703 (2010)[DOI]
59. Peeters, J., "Can research realise a bit of utopia? The impact of action research on the policy of childcare in Flanders", Early Years, 33(3), pp.318~330 (2013)[DOI]
60. Peeters, J., "Professional development for ECEC practitioners with responsibilities for children at risk : Which competences and in-service training are needed", European Early Childhood Education Research Journal, 22(3), pp.412~424 (2014)[DOI]
61. Rauschenbach, T., "Germany’s ECEC workforce : A difficult path to professionalization", Early Child Development and Care, 186(1), pp.61~77 (2015)[DOI]
62. Ryan, S., "Shifting from developmental to postmodern practices in early childhood teacher education", Journal of Teacher Education, 45(1), pp.34~45 (2005)[DOI]
63. Sargent, P., "The gendering of men in early childhood education", Sex Roles, 52(3), pp.251~259 (2005)[DOI]
64. 신은수, "유치원 교원 핵심역량 구성 방향 탐색", 유아교육학논집, 15(5), pp.203~226 (2011), 한국영유아교원교육학회
65. Sims, M., "Conceptions of early childhood leadership : Driving new professionalism", International Journal of Leadership in Education, 18(2), pp.149~166 (2014)[DOI]
66. Researching effective pedagogy in the early years, "Siraj-Blatchford, I.", Department for Education and Skills, ~, pp.DfES Research Report 356 (2002)
67. Smith, K., "Edu-capitalism and the governing of early childhood education and care in Australia, New Zealand and the United States", Global Studies of Childhood, 6(1), pp.123~135 (2016)[DOI]
68. Sockett, H. T., "Teachers for the 21st century : Redefining professionalism", NASSP Bulletin, 80(580), pp.22~29 (1996)[DOI]
69. Spodek, B., "Yearbook in early childhood education, Vol. 1: Early childhood teacher preparation", pp.23~44 (1990), Teachers College Press
70. Struyven, K., "Competence-based teacher education: Illusion or reality? An assessment of the implementation status in Flanders from teachers’ and students’ points of view", Teaching and Teacher Education, 26, pp.1495~1510 (2010)[DOI]
71. Taggart, G., "Compassionate pedagogy : The ethics of care in early childhood professionalism", European Early Childhood Education Research Journal, 24(2), pp.173~185 (2014)[DOI]
72. Timmerman, G., "Pedagogical professionalism and gender in daycare", Gender and Education, 20(1), pp.1~14 (2008)[DOI]
73. Traunter, J., "Reconceptualising early years teacher training: Policy, professionalism and integrity", Education 3-13, 47(7), pp.831~841 (2019)[DOI]
74. Tzuo, P. W., "Teachers’ versus parents’ perceptions of professionalism of early childhood teachers : A mixed-methods study", Australasian Journal of Early Childhood, 40(2), pp.117~126 (2015)[DOI]
75. Urban, M., "Dealing with uncertainty : Challenges and possibilities for the early childhood profession", European Early Childhood Education Research Journal, 16(2), pp.135~152 (2008)[DOI]
76. Urban, M., "Rethinking professionalism in early childhood : Untested feasibilities and critical ecologies", Contemporary Issues in Early Childhood, 11(1), pp.1~7 (2010)[DOI]
77. Urban, M., "Not solving problems, managing messes", Management in Education, 28(4), pp.125~129 (2014)[DOI]
78. Urban, M., "Towards competent systems in early childhood education and care", European Journal of Education, 47(4), pp.508~526 (2012)[DOI]
79. Valdez, S., "Dimensions of professionalism in early childhood education: A grounded theory study", doctor, pp.2019
80. Vandenbroeck, M., "Gender and professionalism: A critical analysis of overt and covert curricula", Early Child Development and Care, 178(7-8), pp.703~715 (2008)[DOI]
81. Veisson, M., "Exploring the preschool teachers’ views on professionalism, quality of education and sustainability : International study in Estonia and Turkey", Journal of Teacher Education for Sustainability, 20(2), pp.5~18 (2018)[DOI]
82. Vincent, C., "‘I think a lot of it is common sense. …’ Early years students, professionalism and the development of a ‘vocational habitus’", Journal of Education Policy, 26(6), pp.771~785 (2011)[DOI]
83. Vrinioti, K., "Professionalisation in early childhood education : A comparative view of emerging professional profiles in Germany(Bremen)and Greece", European Early Childhood Education Research Journal, 21(1), pp.150~163 (2013)[DOI]
84. Ward, U., "How do early childhood practitioners define professionalism in their interactions with parents?", European Early Childhood Education Research Journal, 26(2), pp.274~284 (2018)[DOI]
85. Wasserman, S., "Social network analysis: Methods and applications" (1994), Cambridge University Press
86. Zhu, J., "Early childhood education and relative policies in China", International Journal of Child Care and Education Policy, 3, pp.51~60 (2009)[DOI]

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