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@article{cb5cce60f1544714ac883bbdc3600a26,
title = "‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners",
abstract = "Emphasis on professionalisation of the childcare workforce internationally is associated with evidence that links education and experience of early years practitioners; quality of early education and care; and outcomes for children and families. In England, this has led to a proliferation of vocational undergraduate programmes. This article draws on research carried out with early years practitioners who were completing a sector endorsed foundation degree in early years programme that provided students in full-time employment with opportunities for professional and workplace learning. The students’ views and experiences, documented in personal reflections and learning stories and voiced during focus groups, were complemented by those of early years managers and mentors. A critique of the findings to learn about developing early years practitioners’ identities as professionals and as professional learners suggests that the students became confident, reflective professionals and learners who shared their learning and sought to implement change in their settings. This research has implications for developing early childhood education and care (ECEC) practitioners, new to academic study, as learners and as confident, reflective members of a professional workforce at a time of ongoing change and uncertainty in ECEC policy and practice nationally and internationally.",
keywords = "Early years practitioners, learner identity, learning stories, professional identity, professional learning, workplace learning",
author = "Lyn Trodd and Claire Dickerson",
note = "This is an Accepted Manuscript of an article published by Taylor & Francis Group in Professional Development in Education on 7 May 2018, available online via: https://www.tandfonline.com/doi/abs/10.1080/19415257.2018.1459788. Under embargo until 7 November 2019.",
year = "2018",
month = "5",
day = "7",
doi = "10.1080/19415257.2018.1459788",
language = "English",
pages = "1--16",
journal = "Professional Development in Education",
issn = "1941-5257",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - ‘I enjoy learning’: developing early years practitioners’ identities as professionals and as professional learners

AU - Trodd, Lyn

AU - Dickerson, Claire

N1 - This is an Accepted Manuscript of an article published by Taylor & Francis Group in Professional Development in Education on 7 May 2018, available online via: https://www.tandfonline.com/doi/abs/10.1080/19415257.2018.1459788. Under embargo until 7 November 2019.

PY - 2018/5/7

Y1 - 2018/5/7

N2 - Emphasis on professionalisation of the childcare workforce internationally is associated with evidence that links education and experience of early years practitioners; quality of early education and care; and outcomes for children and families. In England, this has led to a proliferation of vocational undergraduate programmes. This article draws on research carried out with early years practitioners who were completing a sector endorsed foundation degree in early years programme that provided students in full-time employment with opportunities for professional and workplace learning. The students’ views and experiences, documented in personal reflections and learning stories and voiced during focus groups, were complemented by those of early years managers and mentors. A critique of the findings to learn about developing early years practitioners’ identities as professionals and as professional learners suggests that the students became confident, reflective professionals and learners who shared their learning and sought to implement change in their settings. This research has implications for developing early childhood education and care (ECEC) practitioners, new to academic study, as learners and as confident, reflective members of a professional workforce at a time of ongoing change and uncertainty in ECEC policy and practice nationally and internationally.

AB - Emphasis on professionalisation of the childcare workforce internationally is associated with evidence that links education and experience of early years practitioners; quality of early education and care; and outcomes for children and families. In England, this has led to a proliferation of vocational undergraduate programmes. This article draws on research carried out with early years practitioners who were completing a sector endorsed foundation degree in early years programme that provided students in full-time employment with opportunities for professional and workplace learning. The students’ views and experiences, documented in personal reflections and learning stories and voiced during focus groups, were complemented by those of early years managers and mentors. A critique of the findings to learn about developing early years practitioners’ identities as professionals and as professional learners suggests that the students became confident, reflective professionals and learners who shared their learning and sought to implement change in their settings. This research has implications for developing early childhood education and care (ECEC) practitioners, new to academic study, as learners and as confident, reflective members of a professional workforce at a time of ongoing change and uncertainty in ECEC policy and practice nationally and internationally.

KW - Early years practitioners

KW - learner identity

KW - learning stories

KW - professional identity

KW - professional learning

KW - workplace learning

UR - http://www.scopus.com/inward/record.url?scp=85046661197&partnerID=8YFLogxK

U2 - 10.1080/19415257.2018.1459788

DO - 10.1080/19415257.2018.1459788

M3 - Article

SP - 1

EP - 16

JO - Professional Development in Education

JF - Professional Development in Education

SN - 1941-5257

ER -