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ERIC Number: EJ1054499
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1941-5257
The Professional Identity of Early Years Educators in England: Implications for a Transformative Approach to Continuing Professional Development
Lightfoot, Sarah; Frost, David
Professional Development in Education, v41 n2 p401-418 2015
This article examines the professional identity of nine early years educators currently working in the early years sector of education in England. These educators include teachers, teaching assistants, nursery practitioners and nursery nurses working with children three to five years old in the Early Years Foundation Stage in state-maintained schools. The article arises from a doctoral research study that gives voice to the professional identities of these early years educators. The policy background and particular context in which the research is carried out are outlined. The article reports on an exploration of these educators' storied perceptions of their professionality, which is multi-dimensional, complex and cannot be reduced to a list of personal characteristics, responsibilities and duties. The educators' experiences of continuing professional development are considered and an alternative approach is suggested in light of these educators' needs in terms of being valued, having connections and making a difference in their work contexts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education; Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A