Identity construction and reconstruction among male teachers in early childhood settings
| dc.contributor.advisor | Ndlovu, B. N. | en_ZA |
| dc.contributor.author | Mofokeng, Mahudi Magdelina | en_ZA |
| dc.date.accessioned | 2025-01-10T14:20:04Z | |
| dc.date.available | 2025-01-10T14:20:04Z | |
| dc.date.issued | 2024 | en_ZA |
| dc.description | Thesis (Ph.D.(Curriculum Studies))--University of the Free State, 2024 | en_ZA |
| dc.description.abstract | Identity construction and reconstruction among male teachers in early childhood education (ECE) settings has brought attention to the teaching of young children, where male teachers expect to redefine themselves among young learners. Research shows that few male teachers have constructed and reconstructed their identities through training in early childhood development. The research was framed using two theoretical constructs: identity theory and social identity theory. The study employed phenomenology, focusing on the commonality of the lived experiences within a particular group to understand the problem in its context in this case, construction, and reconstruction of identity among male teachers in ECE, and provided a comprehensive description of individuals’ subjective experience of an event or phenomenon. Phenomenology emphasises that only those who have personally encountered things can convey them to the external realm. The qualitative approach tests the theories and intervention techniques, using the snowball sampling technique to find five participants from 5 rural schools in the Thabo-Mofutsanyane District of the Free State province, with generation of data using semi-structured and focus group interviews. The study recommends recruitment strategies in ECE settings so that young children may be exposed to both genders in these settings. Workshops need to be held for male teachers, to advise them on how to deal with challenges that they will face from society and encourage them to stand firm with their career choice. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12974 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Early childhood education | en_ZA |
| dc.subject | Male teachers | en_ZA |
| dc.subject | Identity construction | en_ZA |
| dc.subject | Early childhood development settings | en_ZA |
| dc.subject | (Re) construction | en_ZA |
| dc.title | Identity construction and reconstruction among male teachers in early childhood settings | en_ZA |
| dc.type | Thesis |