Abstract:

The study aims to examine preschool teachers' views on professional identity formation. A basic qualitative research design was used in the study. The study group consisted of 12 female preschool teachers with 0-5, 6-15 and 16 years or more of professional experience, four working in kindergarten and eight working in preschool. The research data were collected using a structured interview technique and the content analyzed. In the content analysis process, the qualitative data obtained from the interviews were analyzed by the researchers, and codes, categories and themes were developed. As a result of the analysis of the data, three main themes related to the research questions were obtained: (a) school environment, (b) field of study, and (c) social position. According to the study's findings, it was determined that the relationships between teachers and parents, administrators and colleagues in the school environment and their attitudes and behaviors towards preschool teachers are important in forming preschool teachers' professional identities. Loving people, children and the profession, reasons for choosing the profession and the economic opportunities provided by the profession were found to impact professional identity. It was also seen that situations such as the society's perspective on the teaching profession and the prestige of the profession also affect the formation of professional identity.

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