Abstract

Professionalism in early childhood education (ECE) has gained increasing attention, yet how it is shaped during preservice training remains underexplored. This study examines the motivations and beliefs of preservice ECE teachers in Chile regarding professionalism and how these evolve throughout their training. Motivation and beliefs have been identified as critical in the development of professional identity, influencing teaching practices, pedagogical interactions, and the overall quality of ECE. Using an interpretive paradigm and qualitative methodology, 15 semi-structured interviews and 5 focus groups were conducted with preservice teachers from an Initial Teacher Training (ITT) program in Santiago, Chile. Three students from each cohort across the five-year university program were selected to explore the progression of their views on professionalism. Findings reveal three core motivations shaping their understanding of professionalism and highlight key tensions and shifts in perspective over time. This research contributes to the effort made by the Commission of Professional Excellence in Early Childhood Education in the “Unifying Framework of Early Childhood Teaching Education” as it highlights the experiences of pre-service educators, enhancing a deeper understanding of professionalism from the initial stages of teacher development, offering insights for improving teacher education programs. © 2025 NAECTE.