Thématiques
- Lagos-Serrano, M.-J.(2024). Feeling like ‘the ham of the sandwich’: The contested professional identities of school-based early childhood educators in Chile.
Contemporary Issues in Early Childhood, 25(1), 21-35.
- Imbert, A.(2024). Des ATSEM « maternelles » aux « animatrices ». Transformation de l’identité professionnelle des travailleuses éducatives subordonnées de l’école maternelle.
Recherches en éducation, 54.
- Burns, S., Luo, Z., Brunsek, A., Jegatheeswaran, C. et Perlman, M.(2024). Exploring the role of educator personality on structural and process quality in early childhood education and care settings.
Early Childhood Research Quarterly, 67(2e quartier), 374-385.
- Nolan, A. et Paatsch, L.(2024). Name it and claim it: supporting early childhood teachers to recognise themselves as researchers.
International Journal of Early Years Education, 32(2), 272-287.
- Brenne, A. S. et Amot, I.(2024). Developing professional ethical care through co-creation in ECEC in Norway: A qualitative study.
Journal of Childhood, Education & Society, 5(2), 226-237.
- Sandoval-Obando, E. E., Pareja-Arellano, N., Hernández-Mosqueira, C. et Riquelme-Brevis, H.(2023). What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach.
Journal of Pedagogy, 14(2), 97-122.
- Salonen, N. et Havu-Nuutinen, S.(2023). Emerging professional identities: motivations for choosing early education as a minor subject in Finland.
Journal of Early Childhood Teacher Education, 44(4), 684-702.
- Mooney Simmie, G. et Murphy, D.(2023). Professionalisation of early childhood education and care practitioners: Working conditions in Ireland.
Contemporary Issues in Early Childhood, 24(3), 239-253.
- Mickelson, A. M., Stayton, V. D. et Correa, V. I.(2023). The evolving identity of blended early childhood preparation: a retrospective history.
Journal of Early Childhood Teacher Education, 44(2), 234-259.
- Cheilaki, M., Sidiropoulou, T. et Sidiropoulou, M.(2023). The professional identity and role perceptions of early childhood educators in Attica-Greece’s municipal early childhood centers.
European journal of education studies, 10(8).
- Song, Z., Qiao, T., Huang, J., Yan, J., Zhang, X. et Wang, Y.(2022). The Relationship between Pre-service Kindergarten Teachers' Professional Identification and Career Adaptability: A Chain Mediation Model.
Frontiers in psychology, 13, article 1045947.
- Akaba, S., Peters, L. E., Liang, E. et Graves, S. B.(2022). Pre-K teachers’ professional identity development at community-based organizations during universal Pre-K expansion in New York City.
International Journal of Child Care and Education Policy, 16(1), article 6.
- Tembo, S.(2021). Black educators in (white) settings: Making racial identity visible in Early Childhood Education and Care in England, UK.
Journal of Early Childhood Research, 19(1), 70-83.
- Liu, Y. et Boyd, W.(2020). Comparing career identities and choices of pre-service early childhood teachers between Australia and China.
International Journal of Early Years Education, 28(4), 336‑350.
- Lamminmäki-Vartia, S., Poulter, S. et Kuusisto, A.(2020). The learning trajectory of emerging professionalism : A Finnish student teacher negotiating world-view education and early childhood education and care superdiversity.
Contemporary Issues in Early Childhood, 21(4), 297‑311.
- Guevara, J.(2020). What does it mean to be an early childhood educator? Negotiating professionalism during practicum placements in Buenos Aires (Argentina).
European Early Childhood Education Research Journal, 28(3), 439-449.
- Robert, C.(2019). Éducatrices à l’enfance : des professionnelles en manqué de reconnaissance.
Gazette des femmes.
- Moscoso, J. N., Murillo, A. et Jean, A. (dir.)(2019). Les difficultés professionnelles des enseignants.
Éducation et socialisation, 54 (numéro thématique).
- Huang, J.(2019). Being and Becoming: the Implications of Different Conceptualizations of Children and Childhood in Education.
Canadian Journal for New Scholars in Education/Revue canadienne des jeunes chercheures et chercheurs en éducation, 10(1), 99-105.
- Heffernan, K. A. et Newton, K. J.(2019). Exploring mathematics identity : An intervention of early childhood preservice teachers.
Journal of Early Childhood Teacher Education, 40(3), 296-324.
- Fowler, T. A.(2019). A #selfie meritocracy in educator professional development : Generating complacency through self-reflection.
Revue Canadienne des Jeunes Chercheures et Chercheurs en Éducation, 10(2), 93-101.
- Ward, U.(2018). How do early childhood practitioners define professionalism in their interactions with parents?
European Early Childhood Education Research Journal, 26(2), 274-284.
- Gorospe, J. M. C., Martínez-Arbelaiz, A. et Fernández-Olaskoaga, L.(2018). Professional identity and engagement among newly qualified teachers in times of uncertainty.
European Early Childhood Education Research Journal, 26(1), 26-36.
- Arneback, E., Englund, T. et Solbrekke, T. D.(2017). Achieving a professional identity through writing.
Education Inquiry, 8(4), 284-298.