From Survival to Transformation: A Longitudinal, Multiple-Case Study of Six Early Childhood Teachers’ Professional Journeys

Jennifer Chen

 Co-Presenters: Individual Presentation
College: College of Education
Department: Department of Early Childhood Education
 

Abstract:

The overarching goal of this study was to examine how six beginning early childhood teachers (teaching preschool-first grade in New Jersey) make meaning of their lived teaching experiences and professional growth over the past four school years (from 2020-2021 to 2023-2024). The characterization, “beginning early childhood teachers," in this study refers to those who are in the early stage of their teaching careers (within the first five years). I interviewed the six teachers individually and virtually once a year over the past four years, with each interview lasting between 1 and 1.5 hours. The term, “lived experience,” refers specifically to aspects of these teachers’ teaching that they were living through and were able to provide their own narrative accounts. Research has revealed various factors (e.g., stress, high teaching demands, low teaching resources) that adversely affect teachers' experiences, leading a significant percentage of beginning teachers to quit the teaching profession within the first five years. To my knowledge, no study has examined specifically the experiences and development of beginning early childhood teachers over time to understand how they navigate the complexities of the teaching terrain and sustain their commitment to teaching despite challenges. This study contributed to the field of teacher education by providing a greater understanding of the experiences and processes that beginning teachers might undergo to reach their individual stages of development as educators. For instance, the teachers in this study progressed from doubting their ability to be effective educators and questioning their decision to enter the profession during their first year of teaching amidst COVID-19 to gaining confidence in their teaching effectiveness and thriving in their professional growth by their third and fourth years of teaching. In this presentation, I will share more concrete and salient findings from this longitudinal study.