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

journal contribution
posted on 2012-03-01, 00:00 authored by Liz RouseLiz Rouse, Anne-Marie MorrisseyAnne-Marie Morrissey, Mark RahimiMark Rahimi
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.

History

Journal

Early years : an international journal of research and development

Volume

32

Issue

1

Pagination

87 - 98

Publisher

Routledge

Location

Abingdon, England

ISSN

0957-5146

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2011, Taylor & Francis