Qualitative Study of Kindergarten Teacher–Superintendent Interactions: Symbolic Interaction Analysis: Qualitative Study of Kindergarten...: N. Harduf and I. Berkovich.
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| Title: | Qualitative Study of Kindergarten Teacher–Superintendent Interactions: Symbolic Interaction Analysis: Qualitative Study of Kindergarten...: N. Harduf and I. Berkovich. |
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| Authors: | Harduf, Noa1 (AUTHOR), Berkovich, Izhak1 (AUTHOR) izhakber@gmail.com |
| Source: | International Journal of Early Childhood. Dec2024, Vol. 56 Issue 3, p383-402. 20p. |
| Subject Terms: | *Kindergarten teachers, *School superintendents, Social dynamics, Thematic analysis, Social processes |
| Abstract (English): | This paper presents a qualitative study of the interactions between public kindergarten teachers and their superintendents, using the symbolic interaction theoretical framework. The purpose of the study was to gain insight into the meaning-making processes and social dynamics that occur in these interactions, specifically monitoring ones. The study is based on interviews with 24 kindergarten teachers in Israel. The data were analyzed using a thematic analysis approach that focused on identifying the key themes and patterns in the participants' experiences and perspectives. The findings reveal two key themes that emerged from the interactions between kindergarten teachers and superintendents: the centrality of visibility, with teachers expressing a desire to be seen by superintendents, and the significant effect that the superintendents' visits to kindergartens had on the teachers' experiences and practices. Teachers regarded the visits as opportunities to showcase their skills and achievements, but the visits also generated anxiety and pressure to perform well. The study offers insights into the nature of the teacher–superintendent relationship in kindergartens and provides a foundation for future research in this area. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Resumen: El presente trabajo presenta un estudio cualitativo de las interacciones entre los maestros y maestras de educación infantil en centros públicos y sus superintendentes, empleando el marco teórico de la interacción simbólica. El objetivo del estudio era conocer los procesos de creación de significados y las dinámicas sociales que tienen lugar en estas interacciones, concretamente en aquellas relativas a la supervisión. El estudio se basa en entrevistas con 24 maestros y maestras de educación infantil en Israel. Los datos fueron analizados mediante un enfoque de análisis temático, centrado en identificar los patrones y temas clave en las experiencias y perspectivas de los participantes. Los resultados revelan dos temas clave que surgieron de las interacciones entre los maestros y maestras de educación infantil y sus superintendentes: la centralidad de la visibilidad, ya que los maestros y maestras expresaron su deseo de ser vistos por los superintendentes, y el efecto significativo que las visitas de los superintendentes a los centros de educación infantil tuvieron en las experiencias y prácticas de los primeros. Estas visitas fueron consideradas por los maestros y maestras como oportunidades para mostrar sus habilidades y sus logros, pero también les generaron ansiedad y presión para mostrar un rendimiento adecuado. El citado estudio brinda información acerca de la naturaleza de la relación maestro-superintendente en los centros de educación infantil y sienta las bases para futuras investigaciones en este campo. [ABSTRACT FROM AUTHOR] |
| Abstract (French): | Résumé: Cet article présente une étude qualitative des interactions entre les jardinières d'enfants du secteur public et leurs inspectrices, à l'aide du cadre théorique de l'interaction symbolique. L'objectif de l'étude consistait à mieux comprendre les processus de formulation de sens et les dynamiques sociales intervenant dans ces interactions, en particulier celles qui concernent la supervision. L'étude se fonde sur des entretiens avec 24 jardinières d'enfants en Israël. Les données ont été analysées à l'aide d'une approche d'analyse thématique visant à identifier les thèmes et les modèles essentiels dans les expériences et les perspectives des participantes. Les résultats révèlent deux thèmes clés émergeant des interactions entre les jardinières d'enfants et les inspectrices : le rôle central de la visibilité, les jardinières exprimant le désir d'être vues par les inspectrices, et les répercussions significatives des visites des ces dernières dans les écoles maternelles sur les expériences et les pratiques des jardinières d'enfants. Ces dernières ont perçu les visites comme des occasions de mettre en valeur leurs compétences et leurs réalisations, mais elles ont également généré de l'anxiété et une certaine tension pour prouver qu'elles sont performantes. L'étude offre un aperçu de la nature de la relation entre jardinière d'enfants et inspectrice dans les écoles maternelles et fournit une base pour de futures recherches dans ce domaine. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This paper presents a qualitative study of the interactions between public kindergarten teachers and their superintendents, using the symbolic interaction theoretical framework. The purpose of the study was to gain insight into the meaning-making processes and social dynamics that occur in these interactions, specifically monitoring ones. The study is based on interviews with 24 kindergarten teachers in Israel. The data were analyzed using a thematic analysis approach that focused on identifying the key themes and patterns in the participants' experiences and perspectives. The findings reveal two key themes that emerged from the interactions between kindergarten teachers and superintendents: the centrality of visibility, with teachers expressing a desire to be seen by superintendents, and the significant effect that the superintendents' visits to kindergartens had on the teachers' experiences and practices. Teachers regarded the visits as opportunities to showcase their skills and achievements, but the visits also generated anxiety and pressure to perform well. The study offers insights into the nature of the teacher–superintendent relationship in kindergartens and provides a foundation for future research in this area. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00207187 |
| DOI: | 10.1007/s13158-023-00372-z |
