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Mobility between jobs, changing profession and professional identity are currently common. Using the qualitative-phenomenological paradigm, this study examined the underlining motives of female academics who chose early childhood education as their second career. We further examined the suitability and appropriateness of our teachers’ college training programs toward this student population. Electing early childhood teaching as second career required the students to re-evaluate their professional future, by listening to their inner voice, their personal-professional aspirations, sense of purpose and commitment, which are beyond oneself and reward. While the students bring with them a wealth of experience and extensive knowledge from their current field of expertise they were unable to identify the advantages of these prior experiences as potential empowering factors that could be implemented within their new profession. Further, most of the students expected practical apprenticeship learning rather than theoretical expansion as a basis for specialization. Studenteducators should assist these students utilization of their prior experience as potential empowerment factors that can be implemented within their new profession. Further, the programs should be modified for this population, addressing their expectations concomitantly focusing on theoretical genres derived from daily issues of kindergarten routine. Thus, enrich the education system with quality professionals.

international journal for cross-disciplinary subjects in education

"It Is a Calling to be Part of Forming Children's Lives": Insights for Developing an Educational Curriculum for Early Childhood Educators' as a Second Career