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Using a Research by Design approach with iterative modifications, the paper applies a professional identity theoretical lens to survey and interview data from 37 pre-service teachers in an enhanced early childhood professional placement program. Workshops, intentional mentoring, and professional conversations supported relationship building. Four themes explain decision making and outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/i-love-the-way-we-do-it-in-early-childhood-influence-of-an-enhanced-kindergarten-placement-on-preservice-teachers-career-choices/594187/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/i-love-the-way-we-do-it-in-early-childhood-influence-of-an-enhanced-kindergarten-placement-on-preservice-teachers-career-choices/594187.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research approach and theoretical lens does the paper use?","Question",{"text":112,"@type":113},"It uses a Research by Design methodology with iterative modifications and applies a professional identity theoretical lens to analyze survey and interview data.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many pre-service teachers participated, and what supported the placement program?",{"text":117,"@type":113},"The study includes 37 pre-service teachers. The program fostered professional relationships through workshops, intentional mentoring, and time for professional conversations.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors shape pre-service teachers’ career decisions in the findings?",{"text":121,"@type":113},"The paper identifies four themes: an emotional connection to early childhood education, a positive attitude to early childhood pedagogy, differences in working conditions between kindergartens and primary schools, and a positive placement experience within the project.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594187,1792161170,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","“I Love The Way We DoItIn Early Childhood”: Influence of an Enhanced Kindergarten Placement on Preservice Teachers’ Career Choices  \nDeborah Moore  \nAnne-Marie Morrissey  \nKatherine Bussey  \nDeakin University  \nAbstract: Encouraging pre-service teachers to perceive early childhood teaching as an inherently attractive career option remains an issue in the early childhood profession in Australia. Following a Research by Design methodology with iterative modifications, this paper uses a professional identity theoretical lens to analyse survey and interview data from 37 pre-service teachers involved in an enhanced early childhood professional placement program used to foster professional relationships through workshops, intentional  \nmentoring and time for professional conversations. Four themes  \nidentified factors in pre-service teacher decision making: an emotional connection to early childhood education; apositive attitude to early childhood pedagogy; differences in working conditions between kindergartens and primary schools; and a positive placement experience within the project. Findings show that pre-service teachers can perceive early childhood teaching as a desirable profession when experiencing placement contexts where they find professional  \ninspiration and sense of connection, and that offer prospects ofa  \nrewarding career.  \nKeywords: Practicum; preschool; student teachers; early years careers; professionalism  \nIntroduction  \nLike other states in Australia, Victoria is facing a critical shortage of early childhood teachers (ECTs) (Australian Government, Department of Social Services, 2024) . This shortfall has been exacerbated by the recently introduced state policy of universal preschool provision for three-year-old children. A further challenge is the introduction in 2025 of the extended hours Pre-Prep programs for four-year-olds in the year before school 1. The Victorian Skills Commissioner (December, 2020) predicted that the implementation of these policies would more than double the demand for ECTs to staff these programs.  \nIn Victoria, pre-service teachers (PSTs) are offered both birth-to-five years specialist Early Childhood teaching degrees, as well as birth-to-eight years and birth-to twelve years dual primary/early childhood degree qualifications (see ACECQA qualifications and  \n1 Pre-Prep is a Victorian Education Department initiative to be implemented from 2025 that has been designed to provide ‘4 year old children greater opportunities to socialize and learn through play.’ See for more details  \n[https://www.vic.gov.au/pre-prep](https://www.vic.gov.au/pre-prep)  \nassessments). Graduates have the choice on graduation of teaching in early childhood settings, such as sessional preschools for 3–5-year-olds (called kindergartens in Victoria) or long day care centres; and graduates with dual qualification degrees can also teach in primary schools. New graduates are an important source of professionals in the early childhood sector, and it is important for policy makers to understand the motivations underlying their choices ofwhere to work in the future post-graduation. With the options open to them, what influences new teachers in their choice of preferred teaching workplace on graduation? This paper reports on findings of a project that found PSTs participating in an enhanced placement program in sessional kindergartens with children aged between 3-5 years subsequently strongly favoured future careers in the same settings.  \nFactors influencing career choices of PSTs  \nThe research literature has identified three important factors influencing PSTs’ career choices, including those with dual primary/early childhood qualifications: employment conditions; professional identity; placement experiences.  \n+  \nEmployment conditions  \nFenech et al. (2022) reviewed a range of studies and government reports over a decade into the factors that influence choice of employment context for those with a dual primary/early","cbCainzG9E19H6kV","https://ap.wps.com/l/cbCainzG9E19H6kV","pdf",369970,17,"English","# Introduction\n## Factors influencing career choices of PSTs\n### Employment conditions\n### Professional identity\n### Placement experiences","[{\"question\":\"What research approach and theoretical lens does the paper use?\",\"answer\":\"It uses a Research by Design methodology with iterative modifications and applies a professional identity theoretical lens to analyze survey and interview data.\"},{\"question\":\"How many pre-service teachers participated, and what supported the placement program?\",\"answer\":\"The study includes 37 pre-service teachers. The program fostered professional relationships through workshops, intentional mentoring, and time for professional conversations.\"},{\"question\":\"Which factors shape pre-service teachers’ career decisions in the findings?\",\"answer\":\"The paper identifies four themes: an emotional connection to early childhood education, a positive attitude to early childhood pedagogy, differences in working conditions between kindergartens and primary schools, and a positive placement experience within the project.\"}]","I Love The Way We Do It in Early Childhood - Influence of an Enhanced Kindergarten Placement on Preservice Teachers’ Career Choices | PDF",1792078683,43]