The Identity of the Early childhood Educator from Biographical Narratives

The research presents the analysis of 123 semi-structured interviews conducted with Early Childhood Educators in the Region of Murcia (Spain) during the 2019/2020 academic year in order to identify the factors that affected the identity construction of the teacher. The analysis followed systematic, qualitative and quantitative methodologies, based on the phases of Cisterna (2005), which measured the frequency of appearance of the categories established by triangulation. Results showed the relevance of childhood-adolescent experiences, teaching with students, permanent professional development and adaptability capacity, as opposed to passing through university and its regulatory aspects