Abstract:
Professionalism and authenticity are terms frequently found in the discourse of early childhood teaching, but the relationship between them has not previously been explored in the context of early childhood teaching and learning in Aotearoa New Zealand. Situated within a blended critical social and feminist research paradigm, this narrative inquiry used semi-structured interviews to elicit the stories of eight early childhood teachers regarding their understandings and experiences of professionalism and authenticity. In this thesis the researcher’s narrative is woven together with the professionalism and authenticity literature in an effort to bring the literature to life and to demonstrate the subjectivities of the researcher. Narrative is both the phenomenon and the method so the teachers’ narratives were analysed individually in order to understand each teacher’s story as fully as possible. It was apparent in the teachers’ narratives that they viewed authenticity and professionalism as interconnected. The teachers viewed themselves as professionals with standards, both internally and externally imposed, they needed to adhere to. In order to enhance their professional teaching practice reflection, dialogue and professional development were required. Professionalism was not seen as an end in itself but as a process of becoming requiring on-going effort. Sincerity and honesty in their relationships with others and themselves were at the heart of the teachers’ narratives regarding authenticity. The teachers highlighted authenticity as developing with experience over time. The teachers’ narratives further revealed that authenticity in teaching was related to providing authentic learning opportunities for children. This thesis concluded that being authentic and professional as an early childhood teacher was possible and desirable, but not always easy. In maintaining relationships, teachers held aspects of themselves back from their teaching but did not see holding back stopping them from being professional and authentic. Teachers chose to act professionally in preference to being authentic if a choice had to be made. Digital social media was identified as an area where boundaries between the professional and authentic self were needed. Professionalism and authenticity are intimately linked in the vocation of teaching and the implications of this for teaching practice, teacher education and research are discussed.