Constructing Teachers’ Professional Identity in Early Childhood Education: An Exploratory Study

Abstract

This study aims to explore how teachers working in early childhood education (ECE) construct their professional identity, the challenges they face in the process and the factors that influence them in Karachi, Pakistan. Teachers' professional identity, or image a teachers have of themselves, plays an integral role in their decision to remain in the profession. Although ECE teachers are professionals, they are still often viewed as caregivers or babysitters. By using Vygotsky’s sociocultural theory as a lens, the professional identity is built through social interactions, experiences, self-reflections. Through semi structured interviews altogether 5 teachers who are teaching 3-5 years of children were interviewed. The data analysis was thematic. The findings show that it is an ongoing process. It is also suggested that many ECE teachers found a gap between how they see themselves as professionals and how society sees them as a caregiver. Some also see their job as a passion to guide and support young children's learning journey. While some want to bring a change not just in a class room but beyond that. Overall, the identity of ECE teachers evolves because of both positive and negative impacts on society. This study recommends forming reflective practice communities which also helps teachers build their strength by peer collaborations, interaction, self-reflection and working environment. Its contribution lies in highlighting the gap between how ECE teachers perceive their professional identity and what is actually practiced in early childhood education settings.