|
KMID : 1001320210480030059
|
|
Social Welfare Policy
2021 Volume.48 No. 3 p.59 ~ p.97
|
|
|
Work Organization of Child-Care Teachers - Institutional Ethnography -
|
|
Lee Eun-Young
|
|
|
Abstract
|
|
|
The purpose of the research is to investigate this institutional contradiction by examining the work organization of child-care teacher. This research interest began from the contradiction that parents still complain of there being no place to ‘trust and leave the kids’ despite the considerable development in child-care policy over the last 15 years. For this purpose, the research method of institutional ethnography was used.
The data was collected by doing in-depth interviews of child-care teachers (12 people) as well as some others (4 people, director of child-care center and child-care public official) who are a part of the same system and are deeply involved in the work of child-care teachers. A total of 16 in-depth interviews were carried out. Data was analyzed by utilizing work knowledge and text data of the respondents.
The results are as follows. First, the child-care teacher’s preparation for child-care activity is as minimized as possible and only exists for formality.
Second, child-care teacher’s child-care activity has become externalized, and care has become passive and mechanical. Third, the child-care activity of child-care teacher is becoming centered around ‘parents’ instead of ‘children’.
Fourth, child-care teachers are unable to focus on child-care activities because of increase in administrative work as well as the distorted Accreditation System.
Fifth, the superordinate discourse within systematization aspect of child-care teacher’s work is based on policies created to rely on private sectors that tries to minimize state expense, marketization discourse, and New Public Management.
|
|
|
KEYWORD
|
|
|
Work Organization of Child-Care Teachers, Child-Care system, Institutional Ethnography
|
|
|
FullTexts / Linksout information
|
|
|
|
|
|
Listed journal information
|
|
|
|