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The impact of living in contrapuntal tensions on early childhood educator identity in primary public school settings.

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Title: The impact of living in contrapuntal tensions on early childhood educator identity in primary public school settings.
Authors: Kganetso, Lynne M. (AUTHOR), Cutrer-Párraga, Elizabeth A. (AUTHOR), White, Amy Shakespeare (AUTHOR), Hall-Kenyon, Kendra M. (AUTHOR), Pinnegar, Stefinee (AUTHOR)
Source: Teacher Development. Jun2026, Vol. 30 Issue 3, p669-687. 19p.
Subjects: EARLY childhood education, PROFESSIONAL identity, NARRATIVE inquiry (Research method), TEACHER education, PRIMARY schools
Abstract: To date, teacher identity has been broadly and deeply studied. However, little teacher identity work has focused on early childhood education (ECE), especially ECE teachers working in primary (K-6) public school settings. Teacher identity is negotiated over time through experience and the interpretation of that experience. Therefore, it is important to explore the role of context (e.g. elementary/primary public schools, early learning settings, childcare), as well as background/preparation, on individual professional identity development. Using a narrative research approach, this study explored the influence of individual experiences and context on the professional identity of 11 ECE teachers working in elementary (K-6) school settings. Findings suggest that ECE teachers' experiences working in primary school contexts generated tensions that impacted their identity and who they take themselves to be. Implications for practice, including how teacher preparation programs might support the development of a strong ECE identity, are also discussed. [ABSTRACT FROM AUTHOR]
Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Teacher Reference Center
FullText Text:
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PubType: Academic Journal
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  Data: The impact of living in contrapuntal tensions on early childhood educator identity in primary public school settings.
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  Data: <searchLink fieldCode="JN" term="%22Teacher+Development%22">Teacher Development</searchLink>. Jun2026, Vol. 30 Issue 3, p669-687. 19p.
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  Data: <searchLink fieldCode="DE" term="%22EARLY+childhood+education%22">EARLY childhood education</searchLink><br /><searchLink fieldCode="DE" term="%22PROFESSIONAL+identity%22">PROFESSIONAL identity</searchLink><br /><searchLink fieldCode="DE" term="%22NARRATIVE+inquiry+%28Research+method%29%22">NARRATIVE inquiry (Research method)</searchLink><br /><searchLink fieldCode="DE" term="%22TEACHER+education%22">TEACHER education</searchLink><br /><searchLink fieldCode="DE" term="%22PRIMARY+schools%22">PRIMARY schools</searchLink>
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  Data: To date, teacher identity has been broadly and deeply studied. However, little teacher identity work has focused on early childhood education (ECE), especially ECE teachers working in primary (K-6) public school settings. Teacher identity is negotiated over time through experience and the interpretation of that experience. Therefore, it is important to explore the role of context (e.g. elementary/primary public schools, early learning settings, childcare), as well as background/preparation, on individual professional identity development. Using a narrative research approach, this study explored the influence of individual experiences and context on the professional identity of 11 ECE teachers working in elementary (K-6) school settings. Findings suggest that ECE teachers' experiences working in primary school contexts generated tensions that impacted their identity and who they take themselves to be. Implications for practice, including how teacher preparation programs might support the development of a strong ECE identity, are also discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=trh&AN=193980667
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        Value: 10.1080/13664530.2025.2537046
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      – Code: eng
        Text: English
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        PageCount: 19
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      – SubjectFull: EARLY childhood education
        Type: general
      – SubjectFull: PROFESSIONAL identity
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      – SubjectFull: NARRATIVE inquiry (Research method)
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      – SubjectFull: TEACHER education
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              Text: Jun2026
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