"The Multi-Faceted Kindergarten Teachers" — A Multicultural Perception of Kindergarten Teachers' Role in Light of the 'New Horizon' Reform

Eti Gilad,Shosh Millet

doi:10.5296/ire.v3i2.7122

Abstract

This study aimed to expose the perception of kindergarten teachers' role from a multicultural aspect, following the 'New Horizon' reform, i.e. a systemic change which transpired during the last decade in Israeli kindergartens and schools. The study was conducted in a qualitative-interpretive approach and the research population comprised eight female kindergarten teachers, four Bedouin and four Jewish. The data were collected by a semi-structured interview. The research findings illustrate procedural changes in the perception of kindergarten teachers' role following the reform: from an organisational change through a pedagogical change and up to a leadership-oriented change. The contribution of the study resides in providing applied information which will constitute another layer in the development of education and professional development programmes for kindergarten teachers.

Highlights

In Israel there is a separation between the kindergarten which absorbs children aged 3-6 years and elementary school where children learn from the 1st – 6th grades
This study aimed to expose the perception of kindergarten teachers' role from a multicultural aspect, following the 'New Horizon' reform, i.e. a systemic change which transpired during the last decade in Israeli kindergartens and schools
The research assumption is that a change in the k-teachers' role perception - from a kindergarten manager to a kindergarten leader with a vision who will lead the k-teachers themselves, the children and the kindergarten to pedagogical successes and facilitate their coping with the reform challenges

Summary

Introduction

In Israel there is a separation between the kindergarten which absorbs children aged 3-6 years and elementary school where children learn from the 1st – 6th grades. Kindergartens have been undergoing dramatic changes in the recent decades as part of the reforms in society and the education system (Ballas, 2010; Ben-Peretz, 2011; Brandes & Strauss, 2013; Chen, 2006; Fiersteter, 2012; Frish, 2012; Ministry of Education, 2013). One of the changes is re-defining the role of teachers and kindergarten teachers [hereunder "k-teachers"] so that they can cope with challenges and complexities which they have to face following the reforms. K-teachers are required to lead the kindergarten towards pedagogical growth and prepare the children for joining the school and society as value-oriented and intelligent people. The research assumption is that a change in the k-teachers' role perception - from a kindergarten manager to a kindergarten leader with a vision who will lead the k-teachers themselves, the children and the kindergarten to pedagogical successes and facilitate their coping with the reform challenges. It is necessary to train the k-teachers to a management-leadership role

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Conclusion