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dc.contributor.authorTrodd, Lyn
dc.contributor.authorDickerson, Claire
dc.date.accessioned2018-08-16T00:17:09Z
dc.date.available2018-08-16T00:17:09Z
dc.date.issued2018-05-07
dc.identifier.citationTrodd , L & Dickerson , C 2018 , ' ‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners ' Professional Development in Education , pp. 1-16 . https://doi.org/10.1080/19415257.2018.1459788
dc.identifier.issn1941-5257
dc.identifier.otherPURE: 13869657
dc.identifier.otherPURE UUID: cb5cce60-f154-4714-ac88-3bbdc3600a26
dc.identifier.otherScopus: 85046661197
dc.identifier.urihttp://hdl.handle.net/2299/20443
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Professional Development in Education on 7 May 2018, available online via: https://www.tandfonline.com/doi/abs/10.1080/19415257.2018.1459788. Under embargo until 7 November 2019.
dc.description.abstractEmphasis on professionalisation of the childcare workforce internationally is associated with evidence that links education and experience of early years practitioners; quality of early education and care; and outcomes for children and families. In England, this has led to a proliferation of vocational undergraduate programmes. This article draws on research carried out with early years practitioners who were completing a sector endorsed foundation degree in early years programme that provided students in full-time employment with opportunities for professional and workplace learning. The students’ views and experiences, documented in personal reflections and learning stories and voiced during focus groups, were complemented by those of early years managers and mentors. A critique of the findings to learn about developing early years practitioners’ identities as professionals and as professional learners suggests that the students became confident, reflective professionals and learners who shared their learning and sought to implement change in their settings. This research has implications for developing early childhood education and care (ECEC) practitioners, new to academic study, as learners and as confident, reflective members of a professional workforce at a time of ongoing change and uncertainty in ECEC policy and practice nationally and internationally.en
dc.format.extent16
dc.language.isoeng
dc.relation.ispartofProfessional Development in Education
dc.rights/dk/atira/pure/core/openaccesspermission/embargoed
dc.subjectEarly years practitioners
dc.subjectlearner identity
dc.subjectlearning stories
dc.subjectprofessional identity
dc.subjectprofessional learning
dc.subjectworkplace learning
dc.subjectEducation
dc.title‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learnersen
dc.contributor.institutionEducation
dc.contributor.institutionSchool of Education
dc.contributor.institutionCentre for Research in Professional and Work-Related Learning
dc.description.statusPeer reviewed
dc.date.embargoedUntil2019-11-07
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=85046661197&partnerID=8YFLogxK
dc.relation.schoolSchool of Education
dc.description.versiontypeFinal Accepted Version
dcterms.dateAccepted2018-03-28
rioxxterms.versionAM
rioxxterms.versionofrecordhttps://doi.org/10.1080/19415257.2018.1459788
rioxxterms.licenseref.startdate2019-11-07Z
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.date.embargo2019-11-07Z
herts.rights.accesstypeembargoedAccess


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