Abstract
Current demands for professionalism from society are great, and future educators are concerned that they do not have the stamina and resources to fulfill their personal roles. This research examines 453 reflective writings of 151 preservice teachers, child and youth care providers, and counselors who, despite being asked to identify how their learning could help children, also wrote about their professional concerns. The 406 expressed concerns were identified based on 86 vocabulary leads. The categories of concern were (a) Misbehaviour, Aggression, Violence, and Victimization, (b) Multiculturalism and Diversity, (c) Personal Preparation and Career Choice, (d) The Responsibility of Providing Appropriate Teaching and Learning Methods, and (e) Appropriate Involvement in Children's Lives. The overall highest concern was for Personal Preparation and Career Choice, although the second highest concern for Misbehavior, Aggression, Violence, and Victimization increased dramatically after a special unit on childhood discipline practices was presented to the participants.
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Boyer, W.A.R. Conflicting Views of Realistic Professionalism: Preservice Educators' Concerns Arising from Analysis of Themes in Their Reflective Writings. Early Childhood Education Journal 32, 51–56 (2004). https://doi.org/10.1023/B:ECEJ.0000039644.08889.1f
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DOI: https://doi.org/10.1023/B:ECEJ.0000039644.08889.1f