How are Early Childhood Education students being prepared to confidently and competently transition from initial teacher education to qualified and registered employment?

Abstract

As Early Childhood Education (ECE) students transition from initial teacher education (ITE) into a qualified position, they often face a "theory-to-practice gap" influenced by an ever-changing environment and evolving societal expectations. This research utilises a pragmatic methodology combining document analysis of academic and government literature, alongside Media documentation with an autoethnographic account of the author’s own professional experiences as a student, teacher, mentor, and lecturer.

The findings identify critical knowledge gaps in Te Tiriti-based practices, inclusive pedagogy, and the development of teacher identity. The study argues that professional preparedness is an ongoing process of identity formation supported by relational trust and a culture of continuous learning rather than a final academic outcome. To address these gaps, the research provides practical outputs, including a reflective framework for lecturers and focused questioning strategies for students, aimed at fostering a more resilient and responsive ECE workforce.