How does the professional identity of teachers from India change when they work as early childhood educators in Ontario?

Many Early Childhood Educators (ECE) in Toronto are foreign-educated teachers. They take up this profession because they cannot enter the teaching profession. Training as ECEs takes a shorter time, has lower entry requirements, and is more affordable. The case studies undertaken for this project are based on qualitative data collected by interviewing and observing two former teachers from India, now working as ECEs in a for-profit daycare. The data shows that because of low compensation rates, poorer working conditions, and lack of appreciation, community and respect, especially compared to what they received in India, these teachers report a downward spiral in their professional identity. Their daily routines and practices follow the norms in childcare centers, but they feel as though their employers and parents do not value them. As a result, these ECEs struggling to suppress their dominant teacher identity, think of themselves simply as ‘babysitters’ and do not value the work they do.