Role conflicts of preschool teachers: From children's perspectives in a changing cultural setting in Taiwan

Abstract

AbstractThis study investigated children's perspectives on preschool teachers' roles in Taiwan's changing cultural setting. This study attempted to examine how aspects of culture and time are interwoven in children's lives. Data were collected through children's drawings, the photographs they captured and drawing‐photo elicitation interviews. The data were analysed to identify the eight types of teachers' roles and the time points at which the children observed the roles. The children noted that their teachers were ‘regulators’; however, they also discovered teachers' interactive and democratic roles in less structured settings during the time of learning areas and while outdoors.