“Teaching is What We Do”:Korean Child Care Teachers’Understandings of Their Work
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This qualitative study explored Korean child care teachers’ experiences and their understandings of their work. Interviews and email conversations were conducted from five child care teachers to gain in-depth descriptions of their work. Findings indicated that five child care teachers had strong professional identities as teachers rather than caregivers. Teachers possessed binary conceptions of their work in terms of care and education but also recognized the paradox produced by public perceptions and their own personal understandings of their work. In order to cope with these contradictions, these teachers interpreted their care giving activities as teaching, focused on performing educational activities, and utilized professional knowledge of child development as expertise. Factors that shape these child care teachers’ professional identities and the ways they construct the meaning of their work are discussed. Implications of the research findings for teacher educators, policy makers, and researchers are also discussed.
Abstract
This qualitative study explored Korean child care teachers’ experiences and their understandings of their work. Interviews and email conversations were conducted from five child care teachers to gain in-depth descriptions of their work. Findings indicated that five child care teachers had strong professional identities as teachers rather than caregivers. Teachers possessed binary conceptions of their work in terms of care and education but also recognized the paradox produced by public perceptions and their own personal understandings of their work. In order to cope with these contradictions, these teachers interpreted their care giving activities as teaching, focused on performing educational activities, and utilized professional knowledge of child development as expertise. Factors that shape these child care teachers’ professional identities and the ways they construct the meaning of their work are discussed. Implications of the research findings for teacher educators, policy makers, and researchers are also discussed.
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