Peak experiences in educational practice and the formation of professional identity among early childhood teachers

This study explores how early childhood teachers interpret extraordinary educational experiences (peak experiences) and the meanings they attribute to these experiences in the process of shaping their professional identity. The research employed a mixed-method design consisting of a descriptive quantitative analysis of the occurrence of peak experiences (N = 159) and a reflexive thematic analysis of 93 narrative accounts provided by teachers who reported such experiences. Quantitative findings indicate that peak experiences are relatively common and that their occurrence is associated with motherhood and with the broader occurrence of peak experiences in life. The qualitative analysis identified four thematic domains in which these experiences are concentrated: affirmation of professional identity, ethical turning points in crisis situations, relational transformation, and introspective self-discovery. The findings suggest that peak experiences function as identity-relevant moments that connect emotional intensity, reflection, and professional orientation. The study extends discussions on professional identity in early childhood education by highlighting identity-relevant moments that link emotionality, relationality, and professional purpose.