The construction of professional identity among immigrant early childhood educators: a systematic review

Abstract

Immigrant early childhood education and care (ECEC) educators possess unique assets that could enrich ECEC practices, curriculum development, and teacher preparation. However, there is scant research on the professional experiences of these educators in their host countries. This systematic review analyzes 22 studies concerning the construction of professional identity among immigrant ECEC educators. It finds that these educators primarily form their professional identity through two main processes: the “forced forgetting” and the “conscious remembering” of their prior teaching practices and beliefs rooted in the cultural heritage of their home countries. “forced forgetting” reflects a prevailing discourse that frames differences as deficiencies, which hinders the professional growth and integration of immigrant ECEC educators. Conversely, “conscious remembering” represents a deliberate resistance and agentic struggle toward structural conformist pressures, which allows these educators to retain their uniqueness, thereby enriching host institutions’ practices. This review urges a shift from deficit-focused views to leveraging immigrant educators’ strengths and knowledge in the field. The findings emphasize the need for varied strategies to reconstruct the professional identity of immigrant ECEC educators, rather than imposing a rigid “fit-in-only” approach. Recommendations for further research is discussed in the study.