Problematic placement : pathways pre-service teachers’ perspectives on their infant/toddler placement

Rouse, Liz, Morrissey, Anne-Marie and Rahimi, Mohammadali 2012, Problematic placement : pathways pre-service teachers’ perspectives on their infant/toddler placement, Early years : an international journal of research and development, vol. 32, no. 1, pp. 87-98.

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Title Problematic placement : pathways pre-service teachers’ perspectives on their infant/toddler placement
Author(s) Rouse, Liz
Morrissey, Anne-Marie
Rahimi, Mohammadali
Journal name Early years : an international journal of research and development
Volume number 32
Issue number 1
Start page 87
End page 98
Total pages 12
Publisher Routledge
Place of publication Abingdon, England
Publication date 2012-03
ISSN 0957-5146
Keyword(s) infant/toddler practicum
early childhood teacher
teacher preparation
pre-service teacher
Summary The inclusion of an infant/toddler placement in a ‘pathways’ early childhood teaching degree, where students already have qualifications and experience in working with young children, can be problematic. This pilot study investigated student teachers’ views on their infant/toddler (birth-to-two-years) placement. Sixty-six students completing their early childhood education degree at an Australian university responded to a survey seeking their perspectives on the effectiveness of the placement in developing teacher confidence, knowledge and skills, and the quality of the supervision they received. The participants had entered their degree with a two-year Diploma of Children’s Services. Responses indicated significant dissatisfaction with the quality of supervision, the absence of teacher-mentors, and the lack of opportunities to practise new approaches. Participants commented that they ‘already knew’ how to work with this age group, and that they aspired to work with older children. The results align with other findings on factors associated with positive placements, and raise questions about the effectiveness of the infant/toddler placement in its current form.

Language eng
Field of Research 130102 Early Childhood Education (excl Maori)
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2011
Copyright notice ©2011, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30040328

Document type: Journal Article
Collection: School of Education
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