A narrative inquiry into the experiences of novice early childhood teachers in the process of generating pedagogy: Focusing on public kindergarten teachers

This study aims to explore the experiences of novice early childhood teachers in the process of generating pedagogy in public kindergartens. Individual interviews and focus group discussions were recorded, transcribed, and analyzed using narrative inquiry. The research results are as follows. First, all teachers experienced anxiety and growing pains in new situations but showed a strong desire for self-growth. Mentoring and experiences led to new perceptions of young children, shifting their educational practices toward play-based and child-centered approaches. Second, teachers naturally developed their pedagogy while implementing the curriculum, focusing on children's learning through play. They formed important relationships with senior teachers, peers, children, and educational materials, which influenced their practices. Based on the research results, we discussed the need to view and support novice early childhood teachers as being in the process of ontological ‘becoming’ through their unique practices. We also discussed the necessity of educational approaches that positively impact teachers' practices, in connection with early childhood teacher training programs and professional learning communities.