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Teachers' Agency in the Implementation of an Early Childhood Education Policy Program in Schools in Bogotá, Colombia

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Bibliographic Details
Title: Teachers' Agency in the Implementation of an Early Childhood Education Policy Program in Schools in Bogotá, Colombia
Language: English
Authors: Guerrero, Alba Lucy (ORCID 0000-0003-1605-2983), Camargo-Abello, Marina
Source: International Journal of Child Care and Education Policy. 2023 17.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Professional Autonomy, Preschool Teachers, Foreign Countries, Educational Strategies, Educational Policy, Ethnography, Student Needs, Teacher Attitudes, Barriers, Social Change, Individual Development, Early Childhood Education
Geographic Terms: Colombia (Bogota)
DOI: 10.1186/s40723-023-00104-9
ISSN: 1976-5681
2288-6729
Abstract: The childhood national policy in Colombia recognizes the importance of quality in early childhood education (ECE). In this context, the government of the district of Bogota (2012-2016) proposed the program "Quality preschool in the Public Educational System" to expand the coverage of early education and provide comprehensive care to children aged 3-5 years within the public educational system. This article explores the ways in which the policy program is implemented in schools. Employing an ethnographic approach, this study focuses on the experiences of teachers from five schools that have faced the challenges of integrating the two new grades of early childhood education in formal school settings. By analyzing the educational strategies designed and implemented by teachers in their daily routines and the meaning they assign to these strategies, this study provides evidence that teachers do not simply reproduce the institutionalized discourses; instead, teachers negotiate, resist, adapt, and recreate experiences in relation to school times, spaces, activities, and materials by developing strategies more responsive to children's needs. The concept of agency is central to understand how teachers end up generating practices that lead to new forms of individual and social transformation.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1362857
Database: ERIC
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Abstract:The childhood national policy in Colombia recognizes the importance of quality in early childhood education (ECE). In this context, the government of the district of Bogota (2012-2016) proposed the program "Quality preschool in the Public Educational System" to expand the coverage of early education and provide comprehensive care to children aged 3-5 years within the public educational system. This article explores the ways in which the policy program is implemented in schools. Employing an ethnographic approach, this study focuses on the experiences of teachers from five schools that have faced the challenges of integrating the two new grades of early childhood education in formal school settings. By analyzing the educational strategies designed and implemented by teachers in their daily routines and the meaning they assign to these strategies, this study provides evidence that teachers do not simply reproduce the institutionalized discourses; instead, teachers negotiate, resist, adapt, and recreate experiences in relation to school times, spaces, activities, and materials by developing strategies more responsive to children's needs. The concept of agency is central to understand how teachers end up generating practices that lead to new forms of individual and social transformation.
ISSN:1976-5681
2288-6729
DOI:10.1186/s40723-023-00104-9