Novice Early Childhood Educators' Perspectives of Agentic Teacher Voice

• In Event: Inquiry in the Early Years: Examinings in Elementary and Early Childhood Teacher Education

Abstract

Current emphasis on educational standards and standardization of early educational experiences has left teachers with little room to engage in critical discussions. This study is aimed to explore and examine how early childhood pre-service teachers (PSTs) engage with socially controversial issues to develop agentic teacher voice using a qualitative approach. The findings suggested that PSTs experienced irritability when faced with sensitive issues and were insecure about their boundaries. However, through intentional instructional scaffolding and modeling, PSTs were also able to practice an agentic teacher voice when they perceived to have professional support. Teacher education programs should provide more opportunities for PSTs to experience scaffolded irritability for them to exercise their agentic teacher voice with controversial issues.

Author

• Sophia Han, University of South Florida