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Resumo

Professional standards increasingly call for early childhood educators to hold a bachelor's degree as one measure of educator quality. This has prompted many educators to return to college, creating both a need and an opportunity to better understand the factors that support educators to complete their degree and apply what they learn to their teaching practice. This qualitative study examined the higher education experiences of early educators enrolled in a public urban university early childhood teacher education program. Using a theoretical lens grounded in relational theory, this study explored how relationships in the university and the workplace influenced educators' progress toward degree completion and their application of learning into practice. Data included in-depth individual interviews with educators and their workplace supervisors. This study shows how positive relationships with university faculty, staff, peers, and workplace colleagues and supervisors can support educators as they work toward earning their bachelor's degree. The results revealed four characteristics of these relationships that influenced educators, as well as key barriers and challenges. In particular, the findings show how several negative relational dynamics may act as a barrier to educators' efforts to apply new learning in the workplace. The paper concludes with implications for research and practice, and calls for increased attention to the relational contexts in which educators pursue their degree and make improvements in their teaching practices.

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