Developing the professional identity of vocationally trained students in university - experiences with action research on the Foundation Degree 'Professional Studies in Early Years'

Developing the professional identity of vocationally trained early years practitioners embarking on foundation degrees is a relatively new challenge for universities. Recent literature has stressed the importance of a strong identity for those employed in early years settings. This chapter considers the implications of this in the context of foundation degrees for employment-based students and reflects upon links between the emerging professionalism of the UK early years workforce, their vocational habitus and the need for emotional capital. Using a methodological approach of action research, the study sought to examine whether pre-determined learning groups could be used to enhance a cohort’s community of practice. The research found that the introduction of learning groups positively impacted on students’ sense of belonging, contributing towards participants defining a professional identity as early years practitioners and university students.