Exploring the Personal and Professional Experiences of Men Early Childhood Teachers in Victoria, Australia

Men teachers are under-represented in early childhood education and care settings, including in Australia. This thesis examines personal and professional experiences of four early childhood teachers identifying as men and gains insights into their everyday practices, pedagogy and relationships. It identifies the interwoven nature of their personal and professional lives, including how being men teachers influences their work. The importance of collaboration and participation in different institutions is highlighted. The findings enhance understandings of how men negotiate their professional roles in ECEC and respond to practices and traditions of the society and institutions in which they live, learn and work.