Men in a Woman’s World? Understanding Professional Identity and Learning Differences in ECE Teacher Preparation

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 2
  In Roundtable Session: Bridging Gaps, Building Identities: Early Childhood Teachers in Transition

Abstract

Despite increasing global efforts to promote male participation in early childhood education (ECE), recruiting and retaining male teachers remains a challenge, research suggests that gender significantly influences professional identity formation and shapes pre-service teachers’ learning experiences and commitment. This exploratory study examines how male pre-service teachers at a leading Chinese teacher education university navigate their learning journeys in ECE. Based on interviews, the study explores motivations for entering the field, and the development of professional identity. Findings reveal the learning differences, contrasted with those of female peers, underscore the need for inclusive curriculum design, supportive practicum environments, and gender-sensitive teacher education. The study adds a critical non-Western perspective to global discourse on gender, learning, and teacher identity in early education.

Authors

• Endale Fantahun Tadesse

• Chunhai Gao, ShenzhenUniversity

• Sabika Khalid, Zhejiang Normal University