Abstract
ABSTRACT This research explores perceptions of practitioners’ professional identity in early childhood education and care (ECEC) in Poland. Igor Knez’s theory on professional identity was applied. Qualitative methodology was used to gather personal perspectives and thematic analysis as a tool to define professional identity. Practitioners’ self-constructions of their own childhood were imagined as “romanticized constructions” and “childhood on the margins.” Practitioners see themselves as professionals committed to continuous learning. Participants in this study felt less self-efficacy with respect to working with parents than with children. Practitioners preferred to discuss negative relationships with parents.
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