Abstract
ABSTRACTThis paper seeks to identify the impact of the undergraduate Early Years Initial Teacher Training (EYITT) qualification on the emerging professional identity of a group of undergraduate students. The research explored the practical and academic self-concepts of the trainee practitioners together with wider societal perspectives gained through an examination of the associated policy context. The research data was transcribed and a process of sorting, coding and analysis was undertaken at several levels to form constructs, a thematic framework was then utilised to organise the data. Findings indicate that, in failing to establish full parity between those who hold the title ‘Early Years Teacher Status (EYTS)’ and school teachers with ‘Qualified Teacher Status (QTS)’, the government has restricted the potential employability of EYTS, and their access to equality in pay and conditions, which causes confusion as to the status and role of the EYT. These factors, together with the absence of a related professional body, and a persistent government rhetoric which implies deficiencies in the quality of the ECEC workforce, have the potential to cause a dichotomy between the perceptions of professionalism in policy, theory and practice.
Highlights
The award of Early Years Teacher (EYT) and associated standards, was created following the Nutbrown report (2012)
This paper suggests that findings indicate that constructions of professional identity in the sector are multifaceted and there is no simple solution to professionalising the workforce
What has become evident in the course of this investigation, is the importance of engaging students and trainers in the debate related to professional identity, as part of the complex journey to professional transformation of the workforce
Summary
The award of Early Years Teacher (EYT) and associated standards, was created following the Nutbrown report (2012). This report foreshadowed the creation of a new status, the ‘Early Years Teacher Status’ (EYTS), replacing its predecessor the ‘Early Years Professional Status’ (EYPS). Many within the profession questioned whether the lack of qualified teacher status (QTS) attached to the new qualification would impact positively on the professional recognition of practitioners (Nutbrown, 2012; Chalk, 2015). As such many issues remain unresolved, including the lack of pay and recognition for the role in the workplace, all of which impact on the professional identity of established and emerging early childhood professionals. There remains an incongruity between the commitment to develop the workforce (Mahadevan 2011), and the continued focus on the fact that they are somehow deficient and in need of transformation. Allen (2011) in his early intervention report commented;
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