University of Hertfordshire

From the same journal

By the same authors

Standard

Harvard

APA

Vancouver

Author

Bibtex

@article{8b30bf2559a14bdbafdad4adbfb3960d,
title = "Gaining professional recognition: exploring professionality and professional identity of early years practitioners in higher education",
abstract = "Professionalisation of the early years workforce internationally foregrounds what it means to gain professional recognition as an early years practitioner and has important implications for developing vocational programmes in higher education. This article explores two early years practitioners{\textquoteright} professionality and developing professional identities as they undertook a new undergraduate degree programme whilst employed full-time in UK early childhood settings. Using the practitioners{\textquoteright} learning stories and insights from their managers and mentors, this article examines evidence for changes in their professional identities; illustrates how they used their learning in practice; and identifies learning about their professionality. Significantly, it contributes to the understanding of professional identity, professionality and professionalism of early years practitioners and questions whether {\textquoteleft}threshold concepts{\textquoteright}, after Meyer and Land, differ depending on students{\textquoteright} prior experience of practice. The findings inform understandings of the way higher education programmes can enable practitioners to develop themselves and contribute to their profession. ",
keywords = "Early years practitioners, learning stories, professional identity, professional learning, professionality, workplace learning",
author = "Claire Dickerson and Lyn Trodd",
note = "{\textcopyright} 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an accepted manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 11 Feb 2020, available online: https://doi.org/10.1080/13562517.2020.1724935.",
year = "2020",
month = feb,
day = "11",
doi = "10.1080/13562517.2020.1724935",
language = "English",
volume = "2018",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - Gaining professional recognition: exploring professionality and professional identity of early years practitioners in higher education

AU - Dickerson, Claire

AU - Trodd, Lyn

N1 - © 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an accepted manuscript of an article published by Taylor & Francis in Teaching in Higher Education on 11 Feb 2020, available online: https://doi.org/10.1080/13562517.2020.1724935.

PY - 2020/2/11

Y1 - 2020/2/11

N2 - Professionalisation of the early years workforce internationally foregrounds what it means to gain professional recognition as an early years practitioner and has important implications for developing vocational programmes in higher education. This article explores two early years practitioners’ professionality and developing professional identities as they undertook a new undergraduate degree programme whilst employed full-time in UK early childhood settings. Using the practitioners’ learning stories and insights from their managers and mentors, this article examines evidence for changes in their professional identities; illustrates how they used their learning in practice; and identifies learning about their professionality. Significantly, it contributes to the understanding of professional identity, professionality and professionalism of early years practitioners and questions whether ‘threshold concepts’, after Meyer and Land, differ depending on students’ prior experience of practice. The findings inform understandings of the way higher education programmes can enable practitioners to develop themselves and contribute to their profession.

AB - Professionalisation of the early years workforce internationally foregrounds what it means to gain professional recognition as an early years practitioner and has important implications for developing vocational programmes in higher education. This article explores two early years practitioners’ professionality and developing professional identities as they undertook a new undergraduate degree programme whilst employed full-time in UK early childhood settings. Using the practitioners’ learning stories and insights from their managers and mentors, this article examines evidence for changes in their professional identities; illustrates how they used their learning in practice; and identifies learning about their professionality. Significantly, it contributes to the understanding of professional identity, professionality and professionalism of early years practitioners and questions whether ‘threshold concepts’, after Meyer and Land, differ depending on students’ prior experience of practice. The findings inform understandings of the way higher education programmes can enable practitioners to develop themselves and contribute to their profession.

KW - Early years practitioners

KW - learning stories

KW - professional identity

KW - professional learning

KW - professionality

KW - workplace learning

UR - http://www.scopus.com/inward/record.url?scp=85079372745&partnerID=8YFLogxK

U2 - 10.1080/13562517.2020.1724935

DO - 10.1080/13562517.2020.1724935

M3 - Article

VL - 2018

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

M1 - 1724935

ER -