"Because Uni Is Totally Different than What You Do at TAFE": Protective Strategies and Provisions for Diploma Students Traversing Their First Professional Experience Placement at University

Autor/inn/en	Hadley, Fay; Andrews, Rebecca
Titel	"Because Uni Is Totally Different than What You Do at TAFE": Protective Strategies and Provisions for Diploma Students Traversing Their First Professional Experience Placement at University
Quelle	In: Asia-Pacific Journal of Teacher Education, 43 (2015) 3, S.262-276 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2014.934199
Schlagwörter	Foreign Countries; Early Childhood Education; Teacher Shortage; Bachelors Degrees; Technical Education; Continuing Education; Student Placement; Preservice Teachers; Teacher Qualifications; Preservice Teacher Education; Phenomenology; Semi Structured Interviews; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrermangel; 'Bachelor''s degrees'; Bachelor-Studiengang; Technikunterricht; Weiterbildung; Schülerpraktikum; Lehrqualifikation; Lehramtsstudiengang; Lehrerausbildung; Phenomenological psychology; Phänomenologie; Psychologie; Australien
Abstract	Students who enrol in a Bachelor of Education (Early Childhood Education) at the Institute of Early Childhood, Macquarie University, with a Diploma in Children's Services attained from a Technical and Further Education (TAFE) institution or a Registered Training Organisation (RTO) often experience challenges in their first professional experience unit. Utilising a phenomenological approach to understand the students' previous knowledge and experiences as they navigated through their first professional experience unit, this qualitative study identified factors including institutional structures and course content as challenging to the diploma student. To ensure diploma students can successfully transition to and participate in their first professional experience unit at university, all stakeholders including the university, the academics teaching the students, and the students themselves need to commit to a multilevel support programme. Key findings from this study support the previous research on this student cohort. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01