This research examines how pre-service teachers perceive "teaching" as a profession by exploring their attitudes and beliefs through the question, "Is teaching a profession?" The study focuses on the perceptions of pre-service teachers amidst the challenges of a teacher shortage, aiming to provide insights into their motivations, expectations, and concerns. Understanding these viewpoints is essential for developing strategies to attract and retain educators, as their perceptions can significantly influence their career choices and commitment to the field.

The significance of this research is threefold. First, it contributes to action research by enhancing the understanding of teaching as a profession through the lens of pre-service teachers. Second, it aligns with the goals of the National Association for the Education of Young Children (NAEYC) by addressing the needs and perspectives of future educators, thus aiding in the development of supportive professional development programs and policies. Third, the study offers valuable insights for recruiting and retaining high-quality teachers in early childhood and primary education, crucial for addressing the ongoing teacher shortage.

Data were collected from 72 pre-service teachers majoring in elementary and early childhood education at a university located in the Midwest, U.S., who took the Foundations of Education course between 2019 and 2023. The participants included 33 campus students and 39 online students. Online discussion posts were used to gather qualitative data, which were then analyzed for frequency and content to identify common themes and trends. The pre-service teachers discussed the ten characteristics of profession and the NAEYC professional standards for early educators' competencies. The findings aim to inform strategies for fostering a more positive and appealing image of the teaching profession, ultimately contributing to a stable and dedicated teaching workforce.

The results indicate that pre-service teachers perceive teaching as a profession by evaluating its characteristics and aligning them with the NAEYC professional standards. The majority of pre-service teachers identified key professional characteristics such as specialized knowledge, a code of ethics, and a commitment to continuous improvement, which they believe teaching fulfills.

However, one notable exception emerged, the belief that a profession should be well-compensated. Many pre-service teachers pointed out that, according to the criteria of a profession, teaching does not meet the standard of adequate pay. Despite this acknowledgment, they still consider teaching a profession. This suggests that the intrinsic values and societal contributions associated with teaching outweigh the financial shortcomings in the eyes of these future educators.

Keywords: Early childhood education, profession, teacher shortage.