Does Background Linearity Matter? A Study About Teacher’s Professionalism in Early Childhood Education

DOI

10.2991/assehr.k.210322.006How to use a DOI?

Keywords

Linearity, professionalism, early childhood education

Abstract

Teachers’ academic qualification is supposed to correlate with a person’s skill in a particular area. Thus, in many countries academic qualification has become a significant marker of professionalism. In Indonesia, the teacher’s professionalization scheme has emphasised academic linearity in every level of schooling including early childhood education (ECE). ECE, which is specifically different from other levels of schooling, requires other qualities (such as caring, nurturance, and patience) in addition to academic competence. In reality, ECE teachers’ in Indonesia have various educational backgrounds which are not necessarily linear with the field of early childhood education. Some research shows that ECE teachers’ teaching performance is not related to the linearity of their academic background. Based on literature review, this paper will examine what has been understood about ECE teacher professionalism and its relation to academic linearity. The study concludes that the quality of early childhood learning in kindergarten is influenced largely by factors of the teacher’s educational linearity.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Putri Aulia Juliyanti
AU  - Hani Yulindrasari
PY  - 2021
DA  - 2021/03/24
TI  - Does Background Linearity Matter? A Study About Teacher’s Professionalism in Early Childhood Education
BT  - Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020)
PB  - Atlantis Press
SP  - 23
EP  - 26
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210322.006
DO  - 10.2991/assehr.k.210322.006
ID  - Juliyanti2021
ER  -