Late-career teachers in early childhood education : thriving at work through professional learning and resources enhancement
(2025)
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- Abstract
- This dissertation investigates how to sustain late-career teachers’ (LCT) engagement and professional learning in early childhood education, with particular attention to the interplay between job demands, available job resources, and personal resources. Drawing on five interrelated studies, including a systematic literature review, qualitative and quantitative analyses, and a professional learning intervention, it reveals how LCT navigate complex and evolving professional landscapes. While contextual constraints such as high workloads and resource limitations often erode engagement, the research highlights the transformative potential of relational support, identity work, and context-sensitive interventions. The findings call for a shift away from deficit-based views of ageing professionals, advocating instead for leadership and policy frameworks that promote holistic, participatory approaches. Ultimately, this work underscores that supporting LCT is not only a matter of individual well-being, but also essential for ensuring the continuity, quality, and sustainability of early childhood education systems.
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Citations
Brouhier, Q. (2025). Late-career teachers in early childhood education : thriving at work through professional learning and resources enhancement. https://hdl.handle.net/2078.5/258510