Abstract
The present research examined attitudes toward career education in kindergarten classes among kindergarten teachers. Cognitive and behavioral aspects of teachers’ attitudes toward career education were investigated as they related to teachers’ education level, children’s economic status, cultural differences, and teaching self-efficacy. Participants were 184 female Israeli preschool teachers in two cultural groups: 96 Israeli Arab and 88 Israeli Jewish teachers. Arab participants expressed greater importance in implementing career education in the preschool setting than did the Jewish participants. Moreover, the findings support the role of teachers’ self-efficacy in developing positive attitudes toward novel programs such as career education.
Résumé
Attitudes des enseignantes du préscolaire envers l’orientation professionnelle—le rôle du contexte culturel et du sentiment d’efficacité personnelle concernant l'enseignement
La présente recherche a examiné les attitudes des enseignantes de la maternelle envers l’orientation professionnelle dans les classes de maternelle. Les aspects cognitifs et comportementaux des attitudes des enseignantes envers l’orientation professionnelle ont été étudiés en relation avec le niveau d'éducation des enseignantes, le statut économique des enfants, les différences culturelles et le sentiment d’efficacité personnelle concernant l'enseignement. Les participantes étaient 184 enseignantes israéliennes d'écoles maternelles réparties en deux groupes culturels: 96 enseignantes arabes israéliennes et 88 enseignantes juives israéliennes. Les participantes arabes ont exprimé une plus grande importance dans la mise en œuvre de l’orientation professionnelle dans le cadre préscolaire que les participantes juives. De plus, les résultats soutiennent le rôle du sentiment d’efficacité personnelle des enseignant-e-s dans le développement d'attitudes positives envers de nouveaux programmes tels que l’orientation professionnelle.
Zusammenfasung
Die Einstellung von Vorschullehrerinnen zur Berufsberatung—die Rolle des kulturellen Kontextes und der Selbstwirksamkeit als Lehrerin
Die vorliegende Studie untersuchte die Einstellung von Kindergartenlehrerinnen gegenüber Berufsberatung im Kindergartenunterricht. Untersucht wurden kognitive und verhaltensbezogene Aspekte der Einstellung der Lehrerinnen zur Berufsberatung in Bezug auf ihr Ausbildungsniveau, den ökonomischen Status der Kinder, kulturelle Unterschiede und die Selbstwirksamkeit der Lehrerinnen. Bei den Teilnehmenden handelte es sich um 184 israelische Vorschullehrerinnen in zwei kulturellen Gruppen: 96 israelisch-arabische und 88 israelisch-jüdische Lehrerinnen. Die arabischen Teilnehmerinnen gaben an, dass ihnen die Umsetzung der Berufsberatung in der Vorschule wichtiger ist als den jüdischen Teilnehmerinnen. Darüber hinaus unterstützen die Ergebnisse die Rolle der Selbstwirksamkeit der Lehrerinnen bei der Entwicklung einer positiven Einstellung gegenüber neuartigen Programmen wie der Berufsberatung.
Resumen
Actitudes de las maestras de preescolar hacia la educación profesional: el papel del contexto cultural y la autoeficacia docente
La presente investigación examinó las actitudes hacia la educación profesional en las clases del jardín de infancia a través de sus maestras. Se investigaron los aspectos cognitivos y conductuales de las actitudes de las maestras hacia la educación profesional en relación con el nivel de educación de las mismas, el estado económico de los niños, las diferencias culturales y la autoeficacia docente. Participaron 184 maestras de preescolar israelíes en dos grupos culturales: 96 maestras árabes israelíes y 88 maestras judías israelíes. Las participantes árabes dieronn mayor importancia a la realización de la educación profesional en el entorno preescolar que las participantes judías. Además, los hallazgos respaldan el papel de la autoeficacia de las maestras en el desarrollo de actitudes positivas hacia programas novedosos como la educación profesional.
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Habayib, H., Cinamon, R.G. Preschool teachers' attitudes toward career education: the role of cultural context and teaching self-efficacy. Int J Educ Vocat Guidance 23, 399–419 (2023). https://doi.org/10.1007/s10775-021-09519-7
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DOI: https://doi.org/10.1007/s10775-021-09519-7