Early Childhood Teachers in Contexts of Power: Empowerment and a Voice (Report‪)‬

Introduction THIS QUALITATIVE RESEARCH investigated what happens to teachers at the point of intersection between their identities--their personal and professional 'selves' (Branaman, 2001; Palmer, 1998)--and educational change, it commenced with concerns about the impact on teachers of ongoing educational change, most obviously through the changes to the teaching of literacy in early childhood. It examined three main questions: 1) What are the implications of ongoing educational change for teachers? 2) Does this change impact on their individual identities? 3) What might this impact be?