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Reconceptualising early years teacher training: policy, professionalism and integrity

Traunter, Jo


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Dr Jo Traunter
Head of Subject for Education, Childhood and Youth Studies


This paper seeks to identify the impact of the undergraduate Early Years Initial Teacher Training (EYITT) qualification on the emerging professional identity of a group of undergraduate students. The research explored the practical and academic self-concepts of the trainee practitioners together with wider societal perspectives gained through an examination of the associated policy context. The research data was transcribed and a process of sorting, coding and analysis was undertaken at several levels to form constructs, a thematic framework was then utilised to organise the data. Findings indicate that, in failing to establish full parity between those who hold the title ‘Early Years Teacher Status (EYTS)’ and school teachers with ‘Qualified Teacher Status (QTS)’, the government has restricted the potential employability of EYTS, and their access to equality in pay and conditions, which causes confusion as to the status and role of the EYT. These factors, together with the absence of a related professional body, and a persistent government rhetoric which implies deficiencies in the quality of the ECEC workforce, have the potential to cause a dichotomy between the perceptions of professionalism in policy, theory and practice.


Traunter, J. (2019). Reconceptualising early years teacher training: policy, professionalism and integrity. Education 3-13, 47(7), 831-841.

Journal Article Type Article
Acceptance Date Apr 29, 2019
Online Publication Date May 27, 2019
Publication Date Oct 3, 2019
Deposit Date May 28, 2019
Publicly Available Date Nov 28, 2020
Journal Education 3-13
Print ISSN 0300-4279
Electronic ISSN 1475-7575
Publisher Routledge
Peer Reviewed Peer Reviewed
Volume 47
Issue 7
Pages 831-841
Keywords Education; Life-span and Life-course Studies
Public URL
Publisher URL
Additional Information This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 27 May 2019, available online:


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