Teaching in Early Childhood Education and its composition: backgrounds and foregrounds of a developing professional
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Abstract
The study aims to gain insight into the meaning of teaching in early childhood education by listening to the voices of teachers. The study examines the reasons for teaching and learning within the profession and the ways in which these professionals construct and re-elaborate their foregrounds. To facilitate this, a learning community was established with early childhood education teachers with the objective of developing collective continuing education. Discursive Textual Analysis (DTA) was used to interpret the data. The findings indicate that both school experiences and family events mobilize foregrounds and serve as motivators for teachers in their pursuit and realization of the dream of becoming educators. Several factors influence teaching and learning, as well as the reworking of foregrounds. These include interactions with students, reliving childhood through teaching, family support, and the sense of making a difference in children's lives. These factors are influenced by a complex interplay of dreams, anxieties, challenges, and expectations.