Universal Journal of Educational Research Vol. 1(4), pp. 309 - 317
DOI: 10.13189/ujer.2013.010406
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Constructing Occupational Identities: How Female Preschool Teachers Develop Professionalism

Mina Kim ^*
Elementary Education, Graduate College of Education, San Francisco State University, 1600 Holloway Ave. BH 191, San Francisco, CA 94132

ABSTRACT

This study explores how female teachers construct their occupational identities as teachers within early childhood education (ECE) settings. The combination of feminist scholarship and the use of teacher life history method allow these women to describe themselves as professionally trained and educated teachers who love teaching and children even though they are suffering from low pay and a generalized social image that preschool teachers are just “babysitters.” These seven female teachers exhibited unique concept of professionalism: passion, dedication, and commitment to ECE field.

KEYWORDS
Early Childhood Education, Women Teacher, Professionalism, Identities, Feminism, Teacher Life History

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Mina Kim , "Constructing Occupational Identities: How Female Preschool Teachers Develop Professionalism," Universal Journal of Educational Research, Vol. 1, No. 4, pp. 309 - 317, 2013. DOI: 10.13189/ujer.2013.010406.

(b). APA Format:
Mina Kim (2013). Constructing Occupational Identities: How Female Preschool Teachers Develop Professionalism. Universal Journal of Educational Research, 1(4), 309 - 317. DOI: 10.13189/ujer.2013.010406.