When the teachers are the students: ECEC teachers becoming nontraditional college students

Many women working in early childhood education lack formal academic training. While studies have shown the benefits of professional development programs, little research has focused on college studies designed for women with prior experience in the field. This study explores how college studies impact the personal and professional identity of early childhood educators. The research included 14 women aged 26 to 49, all had an average of 10 years of experience. Six had completed a bachelor’s program in early childhood education, and eight were current students. The findings revealed that studying in college studies tailored to their needs affects these students both personally and professionally. On a personal level, these studies influenced their sense of competence and self-esteem in ways that they now believed in themselves and their ability to study at an older age. On the interpersonal level, the studies influenced their spousal relationships, and their husbands’ support or lack thereof influenced their own attitudes to their studies. On the professional level, studies influenced their identity as educators and the way they perceived their work. They have come to recognize the influence of their work on young children’s development, leading to a more coherent and substantiated educational approach.