Professional role and identity of Icelandic preschool teachers: effects of stakeholders’ views

Abstract

In this article, we explore the reality of Icelandic preschool teachers who are, as in most other countries, predominantly female. The gendered nature of the role and the current identity adopted by preschool teachers appear to impact on their perceived status and professionalism. In this process, stakeholders in early childhood education (ECE), as well as the preschool teachers themselves, play important parts. The question that underlies the paper is: 'How do the views of preschool teachers and stakeholders in ECE affect the preschool teachers' professional identity?' The data used to answer the question are from focus group research carried out with preschool teachers and stakeholders in ECE in one community in Iceland. These stakeholders, besides preschool teachers and staff within the preschools, were parents, professionals at the municipal preschool office and politicians. The theoretical perspective informing the methodology of the research was 'symbolic interactionism' and the concept of 'democratic professionalism' was used as an aspirational framework to analyse the data. The findings reveal connections between the ideology relating to the preschool teachers' educational role, their limited leadership and the gendered views of stakeholders. At the end of the paper, implications and recommendations for preschool teachers are suggested.

Reconceptualising early years teacher training: policy, professionalism and integrity

“…These notions contradict commentators such as Jónsdóttir and Coleman (2014) who argue that traditionally the role of the early years professional has often been viewed as that of the care giver, rather than that of an expert having specialist knowledge of ECEC. Therefore the concept of the graduate workforce within the profession has occurred later and faster than in comparable areas, with expectations changing for leaders within the sector to move from level 3 qualifications to level 6 in less than a decade (Osgood, 2006).…”

‘We are equal, but I am the leader’: leadership enactment in early childhood education in Norway

“…The trends in the research field of leadership in ECEC in Norway are similar, with only a few scattered research contributions before 2010 (Mordal, 2014). Additionally, the research on leadership has focused mainly on kindergarten managers 4 and kindergarten owners (Børhaug et al, 2011;Børhaug & Lotsberg, 2014;Hard & Jónsdóttir, 2013;Jónsdóttir & Coleman, 2014;Lundestad, 2012;Skogen et al, 2009;Sønsthagen & Glosvik, 2020). The research situation in other Nordic countries and other parts of the world show similar trends (Halttunen et al, 2019;Hard, 2006;Hard & Jónsdóttir, 2013;Jónsdóttir, 2012;Strehmel et al, 2019).…”

“…Additionally, the research on leadership has focused mainly on kindergarten managers 4 and kindergarten owners (Børhaug et al, 2011;Børhaug & Lotsberg, 2014;Hard & Jónsdóttir, 2013;Jónsdóttir & Coleman, 2014;Lundestad, 2012;Skogen et al, 2009;Sønsthagen & Glosvik, 2020). The research situation in other Nordic countries and other parts of the world show similar trends (Halttunen et al, 2019;Hard, 2006;Hard & Jónsdóttir, 2013;Jónsdóttir, 2012;Strehmel et al, 2019). However, ECEC today has found its place globally as an essential part of educational institutions (Hujala et al, 2013).…”

Contesting early childhood professional identities: A cross-national discussion

“…Our framing of teacher identity within the global context of shifting professional contexts outlined above recognizes that there are no easy answers or solutions to understanding teacher identity. Much has been written about teacher identity related to professionalism, qualifications and expert knowledge (Arndt, 2012; Moss, 2014; Ortlipp et al, 2011; Thorpe et al, 2016), attributes (Jónsdóttir and Coleman, 2014; Moloney, 2010; Sisson and Iverson, 2014), gender and early childhood education as women’s work (Osgood, 2004, 2012). We begin to confront the ‘inertia or self-interest’ to which Braidotti refers above by suggesting that neither is there one singular theory through which to attempt such an understanding.…”