Co-construction of Teacher Identities in Early Childhood Education: Exploring Shared Narratives

Abstract

Introduction. Professional teacher identity in early childhood education is shaped within a complex environment influenced by personal experiences, formative contexts, and structural challenges such as early schooling, the feminization of the field, and the lack of professional recognition. Purpose. To analyze the key aspects contributing to the construction of professional identity throughout the formative trajectories of experienced early childhood educators. Methodology. A qualitative methodology with a narrative and interpretive approach was used, involving seven early childhood educators. Data were generated through two co-construction groups that facilitated the creation of biographical narrative accounts, analyzed through thematic analysis. Results. Four key dimensions were identified: (1) Early identity experiences; (2) Practicum as a space of professional confirmation; (3) Tensions around recognition, schooling, and gender; and (4) Professional awareness as a tool for identity resistance. Conclusions. The study reveals how biographical, formative, and recognition trajectories shape professional identity in early childhood education, marked by a “triple devaluation.” It also highlights forms of resistance and professional agency that promote recognition and justice in teacher education.