ABSTRACT

Teachers’ commitments, or what is often called fidelity in teaching, are of obvious importance in early childhood settings. Nonetheless, fidelity in teaching young children remains an undertheorized concept. Instead of appreciating the philosophical and socio-political complexities of practice, examinations of fidelity in teaching young children often narrowly focus upon teachers’ adherence to externally developed principles, rules, or even scripts. Rarely are the contextual insights and ethical agency that classroom teachers bring to their practice brought into account. In response, this study uses interview data to narrate two alternative expressions of fidelity in teaching young children. The findings illustrate two examples of how compliance is an insufficient basis for understanding the fidelity of capable teachers of young children.

摘要

教师的承诺，或者通常被称为教学中的忠诚度，在幼儿教育环境中具有明显的重要性。尽管如此，教育幼儿的忠诚度仍然是一个理论不足的概念。与其欣赏实践中哲学和社会政治的复杂性，不如对幼儿教学中的忠诚度进行检查，往往狭隘地关注教师对外部发展的原则、规则甚至脚本的遵守情况。很少有人考虑课堂教师在实践中带来的情境洞察力和道德能动性。作为回应，本研究使用访谈数据来叙述在教幼儿时忠诚度的两种替代表达方式。调查结果说明了两个例子，说明合规性如何不足以理解有能力的幼儿教师的忠诚度。