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The Professional Identity of Early Years Educators in England: Implications for a Transformative Approach to Continuing Professional Development
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Lightfoot, Sarah; Frost, David – Professional Development in Education, 2015
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…
Descriptors: Professional Identity, Foreign Countries, Preschool Teachers, Transformative Learning