Out-of-field early childhood teachers’ perceived identity and capacity: a three-year long professional development experience

Out-of-field teaching is considered a process that can challenge teachers’ professional identity and sense of competence. Given the limited number of studies on out-of-field early childhood teachers, this study aimed to examine self-reported changes in out-of-field early childhood teachers’ perceived identity and perceived capacity over a three-year implementation of a professional development process in a municipality-supported early childhood context. This study is grounded in an eclectic two-dimensional conceptual framework that brings together perspectives on teacher self-understanding, professional vulnerability, competence, and coping within a professional development lens. Data were collected through semi-structured individual interviews with nineteen out-of-field early childhood teachers. Data analysis followed a process that began deductively and continued inductively and was framed within the conceptual framework. This study underscores the role of professional development in strengthening out-of-field early childhood teachers’ perceived identity and capacity. The findings provide valuable insights for informing policies on the employment and support mechanisms of out-of-field teachers, as well as for deepening our understanding of the context of out-of-field early childhood teachers.