From an Intuitive Practitioner to a Professional Novice Leader

Miriam Mevorach and Mordechai Miron

Journal of Educational Issues, 2015, vol. 1, issue 1, 8596

Abstract: This study examined the professional and personal transition undergone by eight experienced early childhood (EC) teachers after completing their graduate studies. The data were collected through interviews and online communication. Three main categories arose in the qualitative content analysis of the text- 1) personal process of change, 2) professional development, and 3) awareness of the process of learning. We also found that participants used metaphors to emphasize their personal implicit beliefs. The participants’ perceptions of the transition from an intuitive practitioner to a professional novice researcher and from EC teacher to EC educational leader had an enormous impact on their personal development and their changing position in their work environment. The educational establishment perceived their new skills and abilities and offered them new positions.

Date: 2015
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.macrothink.org/journal/index.php/jei/article/download/7497/6303 (application/pdf)
https://www.macrothink.org/journal/index.php/jei/article/view/7497 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:mth:jeijnl:v:1:y:2015:i:1:p:8596

Access Statistics for this article

Journal of Educational Issues is currently edited by Priscilla Ann

More articles in Journal of Educational Issues from Macrothink Institute
Bibliographic data for series maintained by Technical Support Office ().