Reconstructing the Identity of a Kindergarten Teacher through The Process of Forming and Transforming Child-Rearing Support Practice:

Analysis by the Concept of Institutional Logics

Abstract

The purpose of this study was to clarify how a kindergarten teacher reconstructed her identity through the formation of child-rearing support practice. Logic used by a kindergarten teacher in the practice was focused on by utilizing the concept of institutional logics in the New Institutional Theory. The author interviewed a kindergarten teacher who had been working on child-rearing support from an early stage. Analysis of the interview data showed that the contradiction between the market logic and community logic triggered the reformation of child-rearing support practice. In addition, it was clarified that the subject was reconstructing her identity by strengthening her autonomy.