Journal article
Early childhood teachers’ management of their changing roles regarding digital technologies in kindergarten: A grounded theory study
Australasian Journal of Early Childhood, Vol.46(1), pp.32-49
2021
Abstract
This paper examines how early childhood teachers employed in kindergarten, understand and manage their changing roles regarding digital technologies. Nineteen participants were involved in the study. Symbolic interactionism provided the theoretical lens to investigate each early childhood teacher’s lived experiences and grounded theory provided the methodological theory and methods. Following data analysis, a central category, Professional Agency, and three major categories, Professional Identity, Pedagogical Practices, and Relationships with Families, were derived. These categories, together with the relevant empirical literature, form the key features of the Early Childhood Teacher Management of Digital Technologies Framework. This Framework contributes to knowledge and presents a substantive theory that explains how early childhood teachers manage their changing roles with digital technologies in their kindergarten.
Details
- Title
- Early childhood teachers’ management of their changing roles regarding digital technologies in kindergarten: A grounded theory study
- Authors
- Vicki Schriever (Author) - University of the Sunshine Coast, Queensland, School of Education - Legacy
- Publication details
- Australasian Journal of Early Childhood, Vol.46(1), pp.32-49
- Publisher
- Sage Publications Ltd.
- Date published
- 2021
- DOI
- 10.1177/1836939120979065
- ISSN
- 1839-5961
- Organisation Unit
- University of the Sunshine Coast, Queensland; School of Education - Legacy; School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 99495408902621
- Output Type
- Journal article
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