ABSTRACT
This chapter looks at more of the complexities of what it takes to be a good teacher. It provides support in their efforts to navigate how to act and talk like a teacher. The question of what good teachers need to know and be able to do is asked by many who are interested in preparing quality teachers. Each early childhood teacher will have identities, shaped by their own experiences, their studies, and the people and circumstances around them. One way to think about professional identities of early childhood teachers is to see identities as fluid rather than fixed. Most people expect an early childhood professional to be able to: establish and maintain secure, respectful and reciprocal relationships; work in partnership; and collaborate with their colleagues. Curriculum documents support educators to implement programs that meet the mandated requirements for particular contexts, and are required reading for all professional educators.
