Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, Colombia
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...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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SpringerOpen
2023-01-01
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| Series: | International Journal of Child Care and Education Policy |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40723-023-00104-9 |
| _version_ | 1828056678762807296 |
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| author | Alba Lucy Guerrero Marina Camargo-Abello |
| author_facet | Alba Lucy Guerrero Marina Camargo-Abello |
| author_sort | Alba Lucy Guerrero |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-04-10T21:00:28Z |
| format | Article |
| id | doaj.art-e54673311fe942f08a8f9345d56e3f52 |
| institution | Directory Open Access Journal |
| issn | 2288-6729 |
| language | English |
| last_indexed | 2024-04-10T21:00:28Z |
| publishDate | 2023-01-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | International Journal of Child Care and Education Policy |
| spelling | doaj.art-e54673311fe942f08a8f9345d56e3f522023-01-22T12:26:00ZengSpringerOpenInternational Journal of Child Care and Education Policy2288-67292023-01-0117112410.1186/s40723-023-00104-9Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, ColombiaAlba Lucy Guerrero0Marina Camargo-AbelloSchool of Education, Pontificia Universidad JaverianaAbstract 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.https://doi.org/10.1186/s40723-023-00104-9Early childhood educationTeachers’ agencyEarly childhood policyColombia |
| spellingShingle | Alba Lucy Guerrero Marina Camargo-Abello Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, Colombia International Journal of Child Care and Education Policy Early childhood education Teachers’ agency Early childhood policy Colombia |
| title | Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, Colombia |
| title_full | Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, Colombia |
| title_fullStr | Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, Colombia |
| title_full_unstemmed | Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, Colombia |
| title_short | Teachers’ agency in the implementation of an early childhood education policy program in schools in Bogotá, Colombia |
| title_sort | teachers agency in the implementation of an early childhood education policy program in schools in bogota colombia |
| topic | Early childhood education Teachers’ agency Early childhood policy Colombia |
| url | https://doi.org/10.1186/s40723-023-00104-9 |
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