Exploring the Professional Beliefs of Early Childhood Education Preservice Teachers

Abstract

Professional beliefs are foundational and dynamic constructs that shape how early childhood educators perceive their roles, make pedagogical decisions, and foster high-quality learning environments. Preservice teachers make pedagogical decisions based on deeply rooted professional beliefs. In early childhood education (ECE), these beliefs develop through a complex interplay of prior non-formal socialization, personal caregiving experiences, and formal university preparation. This study explore how ECE preservice teachers develop and articulate their professional beliefs within the context of teacher preparation. Using Colaizzi’s descriptive phenomenological research design, in-depth semi-structured interviews were conducted with eight ECE preservice teachers to explore the prior experiences influencing their beliefs and their core perspectives on teaching and learning. Qualitative thematic analysis revealed that belief formation is deeply rooted in lived experiences and social roles, including informal teaching engagements such as church youth leadership, familial caregiving responsibilities, and early exposure to diverse or marginalized learners. The participants demonstrated a holistic, values-driven belief system that positions ECE as a moral and vocational commitment rather than solely technical instruction. Within this perspective, teaching is viewed as caregiving, or second mothering, emphasizing child centered, Developmentally Appropriate Practice (DAP), community partnerships, and essential teacher dispositions such as patience, flexibility, and adaptability. Teacher education programs should build on preservice teachers' prior experiences and expose them to diverse real-world communities so that they can critically reflect on those experiences and develop those dispositions needed to become resilient teachers.