The purpose of this study was to better understand the impact experience and context have on the development of an early childhood education teacher professional identity. Using the Listening Guide (Gilligan et al. 2006), data were gathered and examined from interviews with three early childhood educators (ECE) currently teaching in a public school setting. Findings suggest that personal life experiences, teacher preparation, and career experience/contexts had a significant impact on the development of the teachers' professional identities. Examining when these early childhood educators committed themselves to the profession, and during which contexts and experiences they embraced early childhood tenets, provided important insight into how teacher preparation programs can bring forth candidates' past experiences for critical discussion to help preservice teachers make better sense of their developing early childhood teacher identity. Implications for provisionary teachers include support for navigating policy and societal influence in addition to day-to-day classroom teaching.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
White, Amy Shakespeare, "Developing a Professional Early Childhood Educator Identity: The Experiences of Three Teachers" (2021). Theses and Dissertations. 9251.
early childhood teacher identity, early childhood education, professional identity, listening guide