School-based Entry to Careers in Early Childhood Education and Care (ECEC): Insights from Career Construction Theory

Globally, increasing demand for professionally qualified staff in Early Childhood Education and Care (ECEC) directs attention to strategies to grow and sustain the workforce. One such strategy is offering training pathways in secondary school. Guided by Career Construction Theory, we conducted a thematic analysis of in-depth biographical interviews to explore the career trajectories of eight Australian educators who entered the ECEC workforce through school-based pathways. Our analysis identified the potential of school-based entry to engage individuals, build educational pathways and sustain employment in ECEC, with some advancing through to degree qualifications. However, external challenges, most notably poor remuneration and high work demands, placed challenges on career pathways with some aspiring to move into the school sector or allied careers. The findings provide valuable insights for educational institutions, policymakers, and career counsellors to better support and sustain a professionally trained ECEC workforce.