The professional identity of early years educators in England: implications for a transformative approach to continuing professional development

Abstract

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.