A pathway to enhancing professionalism: building a bridge between TAFE and university early childhood qualifications Whitington, Victoria, Ebbeck, Marjory, Diamond, Alexandra and Yim, Hoi Yin Bonnie 2009, A pathway to enhancing professionalism: building a bridge between TAFE and university early childhood qualifications, Australasian journal of early childhood, vol. 34, no. 1, pp. 27-35. Attached Files Name Description MIMEType Size Downloads yim-apathway-2009.pdf Published version application/pdf 725.87KB 315 Title A pathway to enhancing professionalism: building a bridge between TAFE and university early childhood qualifications Author(s) Whitington, Victoria Ebbeck, Marjory Diamond, Alexandra Yim, Hoi Yin Bonnie orcid.org/0000-0002-8793-8119 Journal name Australasian journal of early childhood Volume number 34 Issue number 1 Start page 27 End page 35 Total pages 9 Publisher Early Childhood Australia Inc. Place of publication Watson, A.C.T. Publication date 2009-03 ISSN 1836-9391 Summary It has been argued that a key strategy to improve developmental and educational outcomes for young children is to increase the number of childcare staff with early childhood university degrees (Saracho & Spodek, 2007). In order to upgrade the qualifications of staff, a number of Australian universities provide pathways that enable graduates of early childhood diploma programs to complete a degree. Several impediments, including institutional structures and individual contextual and personal factors, may affect these pathways. Although a range of organisations offer diploma programs, TAFE (Tertiary and Further Education) is a major provider. The aim of the present study was to investigate student transition between early childhood programs in TAFE and university. The research drew on several data sources, including a survey of the perceptions of students at various points of undertaking the transition. The current credit arrangement for TAFE Diploma graduates was found to be satisfactory; however, gaps were identified between the TAFE and university teaching and learning arrangements with regard to curriculum structures, teaching styles and assessment. Graduates of both programs considered that the completion of both awards would have a positive effect on their careers. Language eng Field of Research 130313 Teacher Education and Professional Development of Educators Socio Economic Objective 930301 Assessment and Evaluation of Curriculum HERDC Research category C1.1 Refereed article in a scholarly journal Copyright notice ©2009, Early Childhood Australia Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30032713 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Open Access Collection Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Tue, 15 Feb 2011, 15:25:58 EST Tue, 15 Feb 2011, 15:26:39 EST Wed, 23 Feb 2011, 08:20:48 EST Wed, 23 Feb 2011, 08:37:24 EST Wed, 23 Feb 2011, 08:39:24 EST Wed, 23 Feb 2011, 10:12:56 EST Tue, 19 Jul 2011, 12:24:39 EST Thu, 05 Dec 2013, 10:55:12 EST Thu, 03 Apr 2014, 12:02:13 EST Mon, 16 Jun 2014, 17:21:06 EST Thu, 11 Dec 2014, 16:54:12 EST Tue, 06 Sep 2016, 16:27:21 EST Tue, 05 Dec 2017, 10:46:48 EST Fri, 07 Sep 2018, 15:16:08 EST Filtered Full Citation counts:   Cited 4 times in TR Web of Science Cited 4 times in Scopus Search Google Scholar Access Statistics: 1076 Abstract Views, 316 File Downloads  -  Detailed Statistics Created: Tue, 15 Feb 2011, 15:25:51 EST by Kylie Koulkoudinas