@article{oai:naruto.repo.nii.ac.jp:00024851,
 author = {塩路, 晶子 and 湯地, 宏樹 and 木村, 直子 and 田村, 隆宏 and 浜崎, 隆司 and SHIOJI, Akiko and YUJI, Hiroki and BIPATH, Keshni and JOUBERT, Ina and KIMURA, Naoko and TAMURA, Takahiro and HAMAZAKI, Takashi},
 journal = {鳴門教育大学国際教育協力研究, NUE Journal of International Educational Cooperation},
 month = {Feb},
 note = {This research aims to clarify current ECEC circumstances in Japan and South Africa. And we also analyzed the data of interviews to Japanese new preschool teachers by GTA (Grounded Theory Approach). We study Japanese new preschool teachers’ identity from viewpoints of Japan and South Africa. When we discuss from Japan, we want to refer South African circumstance. In the Japanese system of early childhood education, there are three main but different types of facilities: nursery school, kindergarten, and center for early childhood education and care. And there are alternative types of ECEC services with publicfinancial aid, such as taking care of infants at her home. Preschool teachers are trained at four-year colleges and universities, and at two year colleges. Since South Africa has just launched the Policy on Minimum Requirements for Programmes Leading to Qualifications in Higher Education for ECEC Educators- PLMRP (2017), the findings in the study has enhanced the programme development for the new BEd (Bachelor of Education) (ECEC). As conclusion of analyzing of GTA, we made it clear that forging the identity of new teachers of early childhood education in Japan happens through cooperation with other teachers on actual jobs. They hold a positive image of preschool teachers and the motivation behind developing young children, but view the role of teacher as difficult. Forearmed is forewarned, and if these four competencies which were noted as gaps in the professional identity of Japanese ECEC teachers are used to scaffold the ITE programmes in South Africa, quality will be enhanced in not only the professional identity but the personal identity of young teachers. There are significant differences between the contexts of preschools in South Africa and Japan. However, we believe that analyzing different situations clarifies the essentiality of ECEC professional identity development.},
 pages = {1--9},
 title = {Teachers in Early Childhood Education and Care in Japan and South Africa : Current Circumstances with a Focus on Professional Teacher Identity},
 volume = {11},
 year = {2018},
 yomi = {シオジ, アキコ and ユジ, ヒロキ and キムラ, ナオコ and タムラ, タカヒロ and ハマザキ, タカシ}
}