"That's what you want to do as a teacher, make a difference, let the child be, have high expectations": Stories of becoming, being and un-becoming an early childhood teacher
Version 2 2024-06-05, 06:19Version 2 2024-06-05, 06:19
Version 1 2020-06-01, 15:19Version 1 2020-06-01, 15:19
journal contribution
posted on 2024-06-05, 06:19 authored by Jessica CiuciuJessica Ciuciu, Natalie RobertsonNatalie Robertson© 2019 Social Science Press. This article explores the experiences of four individuals who changed careers into early childhood teaching in Victoria, Australia and later left the profession. The study was conducted with a narrative inquiry approach and reveals insight into motivations for becoming an early childhood teacher (ECT), experiences of being an ECT and factors that lead to un-becoming an ECT. Participants were motivated by pragmatic reasons such as career advancement and family-work compatibility alongside intrinsic interest when becoming an ECT. They entered the profession eager to support children's learning and development. However, their experiences compromised their health and wellbeing and inhibited them from teaching as they envisioned. The findings of the study hold implications for policy makers, employers and higher education in effort to retain and sustain ECTs.
History
Journal
Australian Journal of Teacher EducationVolume
44Article number
ARTN 5Pagination
79-95Location
Graylands, W.A.Publisher DOI
Open access
- Yes
Link to full text
ISSN
0313-5373eISSN
1835-517XLanguage
EnglishPublication classification
C1 Refereed article in a scholarly journalIssue
11Publisher
EDITH COWAN UNIVUsage metrics
Categories
Keywords
Licence
Exports
RefWorksRefWorks
BibTeXBibTeX
Ref. managerRef. manager
EndnoteEndnote
DataCiteDataCite
NLMNLM
DCDC