Abstract:
This research explores the role of enjoyment in the practice of early childhood teachers and the connection with intentional teaching. This study extends the discourse associated with the intentional teacher, calling for a more critical exploration into what and how it may be represented in the lived experiences and practices of teachers. Such an endeavour provides opportunity to expand rather than limit understandings mandated through curriculum and other official documents and broaden the literature available. Through such critique, early childhood teachers can be supported in developing their own internally informed sense of self as an intentional teacher, rather than taking on an identity defined externally by others
Enjoyment is a deeply personal experience; a way in which the self is represented. It is an embodied experience manifest at a visceral level. Whilst enjoyment can be influenced by external and contextual factors, it cannot be ascribed by the demands of others. Enjoyment has been associated with having positive effects on learning and is associated motivation and self-determination theory. Enjoyment is also associated with feeling more passionate about, engaged with, and able to be innovative at work.
A mixed-method research design was used to gather perspectives from early childhood teachers on their experiences of enjoyment and the connection with being an intentional teacher. Analysis of findings from 18 participants highlight how enjoyment was associated with professional challenges, ways of contributing adding value and personal impact particularly in relation to social justice concerns. A connection between enjoyment and intentional teaching was also reflected in reports of teacher identity and ways of being.
The research highlights the importance of critically challenging existing and potentially limiting discourses of teacher intentionality focused on action. As an internal encounter, intentionality becomes an authentic practice informed by ongoing examination of personal assumptions, biases, values and beliefs. Such attention encourages a repositioning or re-examination of discourses of the intentional teacher to ones which invite the critical pedagogue into the space. Being an intentional teacher is so much more than one who plans and records and has a raft of strategies to draw on. The intentional teacher also needs to be self-aware, self-critical and open to continual change to better support and contribute to the children, families and communities that are early childhood education.
Enjoyment is a deeply personal experience; a way in which the self is represented. It is an embodied experience manifest at a visceral level. Whilst enjoyment can be influenced by external and contextual factors, it cannot be ascribed by the demands of others. Enjoyment has been associated with having positive effects on learning and is associated motivation and self-determination theory. Enjoyment is also associated with feeling more passionate about, engaged with, and able to be innovative at work.
A mixed-method research design was used to gather perspectives from early childhood teachers on their experiences of enjoyment and the connection with being an intentional teacher. Analysis of findings from 18 participants highlight how enjoyment was associated with professional challenges, ways of contributing adding value and personal impact particularly in relation to social justice concerns. A connection between enjoyment and intentional teaching was also reflected in reports of teacher identity and ways of being.
The research highlights the importance of critically challenging existing and potentially limiting discourses of teacher intentionality focused on action. As an internal encounter, intentionality becomes an authentic practice informed by ongoing examination of personal assumptions, biases, values and beliefs. Such attention encourages a repositioning or re-examination of discourses of the intentional teacher to ones which invite the critical pedagogue into the space. Being an intentional teacher is so much more than one who plans and records and has a raft of strategies to draw on. The intentional teacher also needs to be self-aware, self-critical and open to continual change to better support and contribute to the children, families and communities that are early childhood education.