Investigating a theory of practice : diploma students traversing their first professional experience placement at university. Preliminary findings

There is a strong pattern whereby students who have already attained a Diploma in Children's Services from a Technical and Further Education (TAFE) institution or a Registered Training Organisation (RTO) and subsequently enrol in a Bachelor of Education (Early Childhood Education) program experience challenges with their first professional experience unit (practicum) at university level. It appears that university requirements in terms of teaching expectations and written academic standards can often be challenging for diploma qualified students. Factors such as institutional structures, teaching styles and course content have been identified as key contributors to the difficulties faced by diploma qualified students. This small research project identified supports and constraints for diploma qualified students completing their first professional experience unit at university level. Utilising a phenomenological approach, diploma qualified students’ theory of practice is investigated across three phases. Reporting on the first two phases of the study the researchers discuss findings from key stakeholders. The perspectives of students and TAFE teachers relating to the supports and constraints of completing an initial university professional experience placement are identified. The preliminary findings indicate that diploma qualified students do require additional support and information to support their transition into their first university practicum.

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 satisfac...

Research in Post-Compulsory Education, 2003

This study explores the most significant formal and informal learning experiences for mature students on a full-time childcare and early years education (CEYE) course offered by a large Further Education (FE) college in the north east of England, referred to as 'Riverbank City College' (RCC) throughout the article. The research generates qualitative data on the perceived importance and congruence of the placement and college-based dimensions of the programme, the nature of student learning on this course and the influence of others upon individual learning experiences. The project also explores the extent to which the principles of Social Learning Theory and Situated Learning are reflected in student discourses. Results support key elements of both theories and highlight the importance students attach to placement experience. They also raise concerns regarding a 'theory-practice gap' and the quality of placement support on the course.

Journal of Adult and Continuing Education

The research outlined in this paper examines the University experience and career-related aspirations of students in the first intake of a new three year, non-teaching degree in child care. The study revealed a perceptible difference between students' learning and career expectations and the teaching and learning objectives of the course. A majority of students enrolling in the child care degree cited an interest in working with children as their motivation for doing the course, yet the majority have stated teaching as a career goal and hence saw the child care degree as a way of gaining academic credit and transfer into a pre-service teacher education course. Rich data were obtained from students in a questionnaire and focus group discussion that, among other aspects, prompted the course designers' early reflection on teaching and learning methods used in the course. Thus, to tailor teaching and learning to better suit the learning and career needs of students, the study a) obtained student feedback after the first semester of a new degree course, and b) uncovered ways to make the degree more attractive to future students seeking a degree qualification in child care.

Journal of Further and Higher Education, 2020

Teaching in Higher Education, 2020

Professional Development in Education

2020

Le passage aux normes IFRS a engendré des changements profonds au niveau du système comptable qui a impacté l'information financière. Comme plusieurs pays, le Maroc a choisit d'adopter ce nouvel référentiel comptable. En effet, face à la rareté des études traitant ce domaine, ce papier s'essaie d'établir une revue de littérature portant sur les normes IFRS et leur impact sur l'information financière, tout en se basant sur l'analyse des différentes contributions de plusieurs auteurs.