Skip to main content
Article thumbnail
Location of Repository

Early years teachers : their lives, work and careers

By Linda Mary Evans

Abstract

This study argues that time is a significant factor for the ways in which early years\ud education is conceptualised and experienced. Three time scales are shown to be\ud important. Firstly, the historical background to early years teaching is examined. In\ud particular, I argue that the way in which women have come to be seen as the most\ud appropriate teachers of young children has implications for how early years teaching is\ud perceived and experienced in the 1990's.\ud Secondly, the life history approach adopted by this study highlights the importance of\ud early years teachers' own histories. The biographical accounts of fourteen early years\ud teachers show how past experiences influence teachers' perceptions, understandings\ud and experiences of their work.\ud Thirdly, the particular time period, contemporary time, in which teachers live and work\ud is shown to influence the way in which early years teachers perceive and experience\ud their work. Of particular importance here are the recent educational reforms and the\ud ways in which early years teachers have responded to them. I examine the role that\ud early years teachers construct for themselves, a role shaped by the responsibility of\ud being children's first school educators, and argue that for many teachers this role\ud conflicts with current educational reforms

Topics: L1
OAI identifier: oai:wrap.warwick.ac.uk:3661

Suggested articles

Citations

  1. (1992). (eds) doi
  2. (1987). (eds) The Culture and Politics of Work,
  3. (in press) 'Willing and Able to Teach: Sar3.Il. J~ne Bann.ister and Teac.her Training in Transition 1870-1918,
  4. (1993). A Dream At Conception: A Nightmare At Delivery',
  5. (1967). A History of Infant Education,
  6. (1989). A Master Should Not Serve Under A Mistress: Women and Men Teachers 1900-1970', in Acker, S.(ed) Teachers, Gender and Careers,
  7. (1997). A Response to Campbell's Paper',
  8. (1997). A Response to Nias' paper 'Responsibility and Partnership in the prima.ry school',
  9. (1997). A Response to Nias' paper 'Responsibility and Partnership in the Primary School",
  10. (1991). A Study of the Career Prospects of Male Teachers of Young Children', doi
  11. A.(1992) Emerging as a Teacher, doi
  12. (1985). Actual Minds, Possible Worlds, Cambridge, doi
  13. (1978). All Things Bright and Beautiful?: A Sociological Study of Infants' Classrooms, doi
  14. (1996). An Entitlement Curriculum For Early Childhood',
  15. (1989). Aspects of Primary Education: The Education of Children Under Five,
  16. (1997). Back to the Future', doi
  17. (1993). Balancing Priorities: Children and the Curriculum in the Nineties',
  18. (1980). Bartlett's Familiar Quotations: A Collection of Passages, Phrases and Proverbs traced to their Sources in Ancient and Modern Literature,
  19. (1994). Beyond the Rhetoric and the Discourse', in
  20. (1992). Bringing Out The Best In People: Teacher Training And The 'Real' Teacher', doi
  21. (1985). Can Elementary Schoolteaching Be A Career?: A Search For New Ways Of Understanding Women's Work',
  22. (1995). Carry on Caring: The Work of Women Teachers', doi
  23. (1994). Changing English Primary Schools? doi
  24. (1994). Changing Teachers, Changing Times: Teachers; doi
  25. (1967). Children and their Primary Schools (Vols 1 and 2, The Plowden Report), doi
  26. (1988). Children Under Five: Educational Research Evidence Gordon and ,
  27. (1992). Collaborative Autobiography and the Teacher's Voice', doi
  28. (1994). Contemporary Alternate Pedagogies As Heralds Of Paradigm ShIft',
  29. (1996). Contemporary Issues in the Early Years: Working Collaboratively for Children,
  30. (1996). Continuity and Change
  31. (1995). Distancing Passion: Narratives in Social Science' doi
  32. (1985). Dreams From an Ordinary Childhood', in Heron, L. (ed) Truth, Dare Or Promise: Girls Growing Up In The Fifties,
  33. (1997). Early Childhood Education Finds its Voice: But is Anyo~e Listening?',
  34. (1997). Early Childhood Education, doi
  35. (1997). Editor's Introduction', in Sikes, P. Parents Who Teach: Stories from Home and from School,
  36. (1994). Educating the Under-Fives,
  37. (1988). Education 3-5, doi
  38. (1965). Education and the Labour Movement,
  39. (1995). Education: the Elusive Engagement and the Continuing Frustration, Royal Society of Arts Annual Lecture,
  40. (1993). Exploring Men's Experiences as Elementary School Teachers', doi
  41. (1995). Fidelity as a Criterion for Practicing and Evaluating Narrative Inquiry' doi
  42. (1982). Field Research: A Sourcebook and Field Manual, London, Allen and Unwin. doi
  43. (1969). Freedom To Learn, doi
  44. (1987). Gender and the Politics of Schooling,
  45. (1983). Going Up Into the Next Class: Women and Elementary Teacher Training 1840-1914, doi
  46. (1990). HNeither Rhyme Nor Reason: Primary Schooling and the National Curriculum",
  47. (1993). I Answer With My Life: Life Histories o/Women Teachers Workingfor Social Change,
  48. (1992). Imposed Change and the Experienced Teacher',
  49. (1994). In Conclusion; No Improved Quality Without Infonned Policy',
  50. (1994). In Praise of the Anecdotal Woman: Motherhood and a Hidden Curriculum,
  51. (1985). Independent Women: Vlork and Community for Single Women 1850-1920, doi
  52. (1987). Inequalities in the Teaching Profession: The Effect on Teachers and Pupils,
  53. (1995). Initial Teacher Education',
  54. (1985). Institutional Change and Career Histories in a Comprehensive Schoor in
  55. (1997). Interpreting Teacher Practice: Two Continuing Stories,
  56. (1982). Invisible Women: The Schooling Scandal, London,
  57. (1993). Is There Coherence and Purpose in the National Curriculum?",
  58. (1986). Landscape for a Good Woman: A Study of Two Lives, doi
  59. (1993). Male Elementary School Teachers: Experiences and Perspectives', in doi
  60. (1989). Men's Work, Women's Work, Cambridge, doi
  61. Methods, Practice and Epistemology: The Debate about Feminism and Research'
  62. (1992). Models for Understanding Pre-Service and Beginning Teachers' Biographies: Illustrations from Case Studies', in Studying Teachers' Lives, doi
  63. (1992). More has Meant Women: The Feminisation of Schooling, London,
  64. (1995). Narrative Configuration in Qualitative Allalysis', doi
  65. (1994). Narrative Inquiry', doi
  66. (1996). Nursery Education: Desirable Outcomes for Children's Learning on Entering Compulsory Education,
  67. (1994). On Being a Primary School Teacher', doi
  68. (1988). Only a Schoolmaster~ Gender, Class and the Effort to Professionalize Elementary Teaching in England 1870-1910', doi
  69. (1988). Out of the Mainstream: Issues Confronting the Male Profeminist Elementary School Teacher', doi
  70. P.(1992) 'Visiting Lives: Ethics and Methodology in Life History', doi
  71. (1997). Parents Who Teach: Stories from Home and from School,
  72. (1993). Perceptions of Teaching: Primary School Teachers in England and France, doi
  73. (1996). Personality, Professionalism and Politics: What Does it Mean to be an Early Years Teacher?',
  74. (1995). Physical Education Teachers and the Search for Self: Two Cases of Structured Denial',
  75. (1991). Planning for Early Learning: Education in the First Five Years,
  76. (1989). Preface in doi
  77. (1989). Primary Teachers Talking: A Study of Teaching as Work, doi
  78. (1984). Primary Teaching,
  79. (1991). Primary Teaching, How It Is: A Narrative Account,
  80. (1997). Principles Into Practice
  81. (1993). Professional Community in Comprehensive High Schools: T~e Two Worlds of Academic and Vocational Teachers',
  82. (1997). Professional Ethics and the Teacher: Towards a General Teaching Council, Stoke on Trent,
  83. (1997). Professionalism in the Primary School',
  84. (1985). Public and Private Children: Infant Education in the 1820's and 1830's',
  85. (1995). Reflections on Woods' Intensification and Stress, Teachers' Moral Purposes: Sources of Vulnerability and Strength,
  86. (1989). Research and the Teacher: A Qualitative Introduction to School-based Research, doi
  87. (1986). Research as Praxis', doi
  88. (1994). Researching WOlnen's Lives or Studying Women's Oppression? Reflections on What Constitutes Feminist Research'
  89. (1995). Respectful Educators - Capable Learners: Children's Rights and Early Education, doi
  90. (1997). Responsibility and Partnership in the Primary School',
  91. (1996). School for Women,
  92. (1952). School Teachers: The Growth o/the Teaching Profession
  93. (1975). Schoolteacher: A Sociological Study, doi
  94. (1983). Serving Two Masters? The Introduction of a Marriage Bar .in Teaching in the 1920's', in London Feminist History Group[(eds) The Sexual DynamIcs of History, London,
  95. (1994). Sex, Male Teachers and Young Children', doi
  96. Siraj-BlatchforcL I.,(1996) The Nursery Vouchers Scheme: Lessons from Phase One, London National Children's Bureau. , Skeggs,B.(1994) 'Situating the Production of Feminist Ethnography',
  97. (1989). Socialised into Primary Teaching',
  98. (1968). Society and Education in England Since 1800, London N.F.E.R./S.C.D.C. doi
  99. (1994). Start Right: The Importance of Early Learning,
  100. (1990). Starting with Quality: Report of the Committee of Inquiry into the Educational Experiences Offered to Three and Four Year Olds (Rumbold Report),
  101. (1997). Statistics of Education: Teachers in England and
  102. (1992). Studying Teachers' Lives: An Emergent Field of Enquiry', doi
  103. (1992). Studying Teachers' Lives: Problems and Possibilities', doi
  104. (1962). Surllnterhill: A Radical Approach to Education,
  105. (1969). Symbolic Interactionism: Perspective and Method, London, doi
  106. (1996). Talking Lives: A Conversation about Life History', Taboo:
  107. (1990). Teacher as Mother: Curriculum Theorizing in the Life Histories of Contemporary Women Teachers', doi
  108. (1985). Teacher Careers: Crises and Continuities,
  109. (1992). Teacher Education and the Developing Teacher', doi
  110. (1996). Teacher Professionalism and Curriculum Control',
  111. (1992). Teacher Time And Curriculum Manageability,
  112. (1987). Teachers and the State in Britain: A Changing Relation',
  113. (1988). Teachers as Curriculum Planners: Narratives of Experience, doi
  114. (1996). Teachers Mediating Change: Key Stage 1 Revisited',
  115. (1989). Teachers, Gender and Careers, doi
  116. (1978). Teachers, Ideology and Control,
  117. (1987). Teachers' Knowledge From a Feminist Perspective',
  118. (1995). Teachers' Stories,
  119. (1975). Tellers and Listeners: The Narrative Imagination, doi
  120. (1995). Telling Sexual Stories: Power, Change and Social Worlds, doi
  121. (1995). That's Funny, You Don't Look Like a Teacher!: Interrogating Images and Identity in Popular Culture, doi
  122. (1989). The Condition of Postmodernity: An Inquiry into the Origin of Cultural Change,
  123. (1989). The Culture and Politics
  124. (1988). The Education Reform Act, doi
  125. (1994). The Implications of the National Curriculum for Nursery Education' ,
  126. (1984). The Lost Elementary Schools of Victorian doi
  127. The Meaning of Infant Teachers' doi
  128. (1988). The Mother-Made Conscious: The Historical Development of a Primary School Pedagogy', doi
  129. (1990). The National Curriculum: A Critical Review London Paul ,
  130. (1988). The Organic Curriculum,
  131. (1993). The Pitfalls and Pleasures of Conducting Comparative Research into Early Childhood Education', doi
  132. (1980). The Politics of the School Curriculum, doi
  133. (1987). The Primary School Teacher,
  134. (1990). The Principal's Role in Teacher Development',
  135. (1993). The Professional Identity of Early Years Teachers: Challenges and Constraints', doi
  136. (1995). The Story So Far: Personal Knowledge and the Political', in doi
  137. (1993). Times Educational Supplement,
  138. (1994). To The Island,
  139. (1990). Under five - doi
  140. (1990). Under-Fives in the Infant Classroom, Stoke on Trent,
  141. (1973). Victorian Ladies at Work, doi
  142. (1981). Victorian Women, doi
  143. (1995). When is a Specialist Not a Specialist? When ShelHe
  144. (1992). Why Do Progressive Women Activists Leave Teaching? Theory, Methodology and Politics in Life History Research', in Studying Teachers' Lives, doi
  145. (1978). Women and Schooling,
  146. (1990). Women in Primary Teaching: Career Contexts and Strategies,
  147. (1989). Women Teachers: Issues and Experiences, Milton Keynes,
  148. (1994). Working the Hypens: Reinventing the Self and Other in Qualitative Research',

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.