Increasing teacher shortage has become a cause of a severe concern in most EU and OECD countries. In the last three decades, most countries have faced declining amounts of applicants to teacher education programs, a significant number of graduates are leaving the teaching career within the first five working years after graduation, and the ageing of population and high attrition rates are expected to create a further imbalance in the future where fewer new teachers are entering the field compared to the number of experienced teachers exiting. Hence, it has become a pressing issue in education policymaking and politics worldwide to find strategies for both student recruitment and teacher retention. (European Commission, 2023; OECD, 2023; UNESCO, 2023).
                      Addressing the teacher shortage is a multifaceted challenge, with various, interconnected factors influencing both the problem and its potential solutions. Previous research has for instance pointed out that in a booming economy, the availability of more attractive and financially lucrative careers increases the possibility of resignation of teachers and reduces the interest to teacher education (Sinclair et el., 2006), and the recruitment of students into the teaching profession is hampered by prevalent ideas, associating it for instance with low status and inadequate compensation (Richardson and Watt, 2005).  In its recent report, UNESCO (2023) listed elements like motivation, recruitment, retention, training, working conditions, and social status as critical aspects that warrant attention.
                       This study focuses especially on the motivation and commitment to early childhood education teacher profession of students prior and during their studies and after graduation when entering the working life. Earlier research has indicated a dual relationship: firstly, the correlation between motivation and study engagement and secondly, the link between motivation, study engagement, and a sustained commitment to the teaching profession both immediately after graduation and over the long term (Rots and Aelterman, 2009; Struyven et al., 2013). The commitment seems particularly pronounced when students` motivation stems from internal and altruistic motives, such as a desire to make a positive contribution to society or contribute to children´s learning and development (Struyven et al., 2013; Watt and Richardson, 2007). The connection between motivation, and study and career engagement, is further strengthened by positive experiences during teacher education(Bruinsma and Jansen, 2010).
                      Previous studies have predominantly focused on primary and subject teacher education, but the field of early childhood education has been overseen. In addition, prior research has predominantly relied on quantitative data, frequently utilizing single-point survey questionnaires. What remains unclear in such studies is how the motivation of students evolves during their studies in teacher education and consequently, as they enter the field as recently graduated teachers. Furthermore, single-point studies seldom pay attention to previous life experiences behind students´ motivation for choosing teaching as career. For a richer picture on motivation driving teacher students in their studies and into career commitment in teacher profession, Struyven et al. (2013) have proposed the utilisation of longitudinal research designs that follow the motivation and commitment of students throughout their studies and after graduation.   

                      This paper draws on longitudinal interview data of four early childhood education students in the context of Finland. It particularly focuses on previous life experiences behind the choice to teach and examines the development of students´ motivation during their studies in the three-year early childhood education teacher program. This paper is a sub-study of the research project Commitment to early childhood education teacher studies and profession (SIMO) and presents the first preliminary results of the longitudinal qualitative data of the project.

The research methodology involved conducting longitudinal interviews with four early childhood education students to trace their motivation and experiences from the first year of study through graduation and entry into the workforce. Although not all students were available each study year, all were interviewed at least twice—once during their studies and once during their initial year as early childhood education teachers - resulting in a total of 13 interviews. Interviews, lasting 30 to 75 minutes, were transcribed. The study was guided by narrative and life historical approach. While the interviews had a thematic semi-structure, the main goal was to invite students´ personal narratives, to honour their ‘story’, their history and path as they chose to tell it. The analysis of the interview data is currently in progress. Following narrative research methodology, the focus of the analysis lies in maintaining the integrity of personal narratives, emphasizing what was said (Kohler Riessman, 2008). Thematic dialogisation, as proposed by Koski (2011), has been utilized in the initial analysis, where previous research serves as a basis for interpreting interview data. Three overarching themes identified by prior research, encapsulating students' motives for entering the teaching profession, will be used as a starting point in the first stage of the analysis: altruistic reasons, intrinsic reasons, and extrinsic reasons (Struivern et al., 2013; Watt and Richardson, 2007). Altruistic reasons involved perceiving teaching as an important societal contribution and aspiring to help children succeed. Intrinsic reasons include a passion and calling to teach, expressing a lifelong desire or a keen interest in applying expertise in a specific subject. Extrinsic reasons encompassed factors external to the job's inherent nature, such as extended holidays, salary, professional status, and working conditions. ((Struivern et al., 2013; Watt and Richardson, 2007). In the second phase of analysis, we delve into the longitudinal evolution of these motives within each student´s narrative and investigate how the students articulate their initial motivation to enter early childhood education teacher programme, and how their commitment unfolds during their studies and transition into professional life. This aligns with McLeod´s (2003) viewpoint, emphasising the significance of longitudinal interview data as means to grasp the ongoing process of identity in formation. Drawing on Kohler Riessman´s (2008) suggestion, we connect societal and biographical aspects in the narratives when applicable.

This paper adopts an overlooked qualitative and narrative approach to delve into students' motivation and commitment in early childhood teacher education and profession. Through longitudinal interviews, the study unveils the evolution of four students' motivation from their teacher education to their first year as in-service early childhood education teachers. Initial findings echo prior research, emphasizing intrinsic and altruistic motivations that resiliently guide students, countering prevalent portrayals of teaching as a burdensome choice. While motivations vary, common threads emerge among study and post-graduation commitments to teaching. Positive childhood experiences with children or prior work experience in early childhood education, even as a short-term intern, feature prominently. Acknowledging the societal importance of working with young children also plays a crucial role in the narratives of the students. Notably, mature students with early childhood education work experience express more critical attitudes during the studies, emphasizing the practical application of gained knowledge for sustained motivation. Younger students often cite an innate desire to teach, referencing early positive educational experiences. Preliminary results highlight life historical events, such as significant childhood moments or life transitions, as influential factors shaping motivation. The findings provide fascinating insights into the intricate evolution of motivation from the initial decision to pursue early childhood education teacher education to the first year in the teaching profession, and with its qualitative approach, enhance the understanding of this subject beyond prior, quantitative studies. However, it is important to note that this study is limited by its focus on narratives of four students and the specific context of Finland. Additional research on an international scale, encompassing Europe and beyond, is essential to deepen the understanding of the broader implications of the findings of this study.

Bruinsma, M. & Jansen, E. (2010). Is the motivation to become a teacher related to pre‐service teachers’ intentions to remain in the profession? European Journal of Teacher Education, 33(2), 185-200. European Commission. (2023). Education and Training Monitor 2023. A comparative report. Luxembourg: Publications Office of the European Union. Kohler Riessman, C. (2008). Narrative Methods for the Human Sciences. London: Sage. Koski, L. (2011). Teksteistä teemoiksi. In A. Puusa & P. Juuti (Eds.) Menetelmäviidakon raivaajat. Perusteita laadullisen tutkimuslähestymistavan valintaan, (pp. 136–149). JTO. McLeod, J. (2003). Why we interview now—reflexivity and perspective in a longitudinal study. International Journal of Social Research Methodology, 6(3), pp. 201-211. Richardson, P.W., & Watt, H.M.G. (2006). Profiling characteristics across three Australian universities. Asia-Pacific Teacher Education, 34(1), pp. 27-56. Rots, I., & Aelterman, A. (2009). Teacher education graduates´ entrance into the teaching profession: development and test of model. European Journal of Psychology of Education, 24(4), pp. 453-471. OECD. (2023). Education at Glance. Paris: OECD. Sinclair, C., Dowson, M., & McInerney, D.M. (2006). Motivations to teach: Psychometric perspectives across the first semester of teacher education. Teachers College Record 108, 1132-1154. Struyven, K., Jacobs, K., & Dochy, F. (2013). Why do they want to teach? The multiple reasons of different groups of students for undertaking teacher education. European Journal of Psychology of Education, 28, pp. 1007-1022. UNESCO. (2023). Global report on teachers. Addressing teacher shortage. Paris: UNESCO. Watt, H.M.G., & Richardson, P.W. (2007). Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale. The Journal of Experimental Education, 75(3), pp.167-202.