Does Background Linearity Matter? A Study About Teacher’s Professionalism in Early Childhood Education
- 10.2991/assehr.k.210322.006How to use a DOI?
- Linearity, professionalism, early childhood education
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.
- © 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/).
Cite this article
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 -