PUBLIC SECTOR AND PROFESSIONAL IDENTITIES IN PRE-SCHOOL EDUCATION: TRANSFORMATIONS AND CONTINUITIES OVER THE LAST DECADE

Authors

  • Margarida Marta Agrupamento Vertical de Olival, Portugal
  • Amélia Lopes Universidade do Porto, Portugal

DOI:

https://doi.org/10.21814/rpe.3015

Abstract

In order to explore the effects of work experiences in the public sector on the identities of pre-school teachers, this article presents and compares the results of two studies – one conducted in 2002 and another in 2009. The first studied
pre-school teachers with experience in public sector only or in the private sector only, and the second studied also those with mixed career paths. In both cases, the data were collected through the Inventory of Psychosocial Identity of Marisa Zavalloni. The results indicated the existence of similarities between the typical identities of each sector, which can be attributed to the mixed nature of most career paths, but also, amongst others, to changes in the public sector based on the creation of grouped schools. They also indicate that work experience in the public sector is reflected in the emergence of an identity typical of this sector, which is guided by principles that usually define public education.

Keywords
Construction of professional identities; Pre-school education; Work contexts; Public education

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How to Cite

Marta, M., & Lopes, A. (2012). PUBLIC SECTOR AND PROFESSIONAL IDENTITIES IN PRE-SCHOOL EDUCATION: TRANSFORMATIONS AND CONTINUITIES OVER THE LAST DECADE. Portuguese Journal of Education, 25(1), 29–52. https://doi.org/10.21814/rpe.3015

Issue

Vol. 25 No. 1 (2012)

Section

Artigos

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