ABSTRACT

This article examines the professional identities of early years educators who develop their professional activity in baby rooms, in a nursery school context. In addition to conceptualising professional identities, it outlines the political, legislative, training and professional practice contexts in Portugal, where the research was conducted. Three focus groups were organised: one group of educators, one group of assistants and one group of parents. Transcriptions were analysed using manual content analysis to explore perceptions of professionalism, which is described as multidimensional, complex and as something that cannot be reduced to a sum of personal characteristics, tasks, responsibilities and duties. The professional experience of the educators is analysed in light of the need for legislative changes, regarding the recognition of their professional practice, to introduce policies that ensure the obligatory presence of educators in baby rooms, putting into practice pedagogical intentionality.

摘要

本文考察了在托儿所背景下在婴儿室开展专业活动的早期教育工作者的专业身份。除了概念化专业身份外，它还概述了葡萄牙的政治、立法、培训和专业实践背景，而葡萄牙正是进行研究的地方。组织了三个焦点小组：一组教育工作者、一组助理和一组家长。使用手动内容分析对转录进行分析，以探索对专业性的看法，专业性被描述为多维的、复杂的，并且不能简化为个人特征、任务、责任和义务的总和。鉴于立法变革的需要，分析了教育工作者的专业经验，