Gaining professional recognition: exploring professionality and professional identity of early years practitioners in higher education
Professionalisation of the early years workforce internationally foregrounds what it means to gain professional recognition as an early years practitioner and has important implications for developing vocational programmes in higher education. This article explores two early years practitioners’ professionality and developing professional identities as they undertook a new undergraduate degree programme whilst employed full-time in UK early childhood settings. Using the practitioners’ learning stories and insights from their managers and mentors, this article examines evidence for changes in their professional identities; illustrates how they used their learning in practice; and identifies learning about their professionality. Significantly, it contributes to the understanding of professional identity, professionality and professionalism of early years practitioners and questions whether ‘threshold concepts’, after Meyer and Land, differ depending on students’ prior experience of practice. The findings inform understandings of the way higher education programmes can enable practitioners to develop themselves and contribute to their profession.
Published inTeaching in Higher Education
MetadataShow full item record
Showing items related by title, author, creator and subject.
Under-Construction or Facing Demolition? : Contrasting Views on English Teacher Professionalism from across a Professional Association Silcock, P. (2002)The effects of legislated change on teacher professionalism were researched with members of the Association for the Study of Primary Education (ASPE). Results from a survey and semi-structured interview suggest that many ...
Making a Difference : a study of the impact of continuing professional development on professional practice Burchell, H.; Dyson, J.; Rees, M. (2002)There is a current debate concerning what constitutes evidence of impact on practice resulting from teachers' engagement in Continuing Professional Development (CPD) courses. The authors present two case studies of teachers ...
Exploring the professional development needs of new teacher educators situated solely in school : pedagogical knowledge and professional identity White, Elizabeth (2013-01)This paper investigates the experiences of secondary teachers within their workplace as they take on the role of leading subject knowledge development days for small groups of student teachers through a case study approach. ...