Mentoring practices in workplace-based professional preparation: a critical analysis of policy developments in the Italian context

Abstract

In recent years, the issue of early childhood staff professionalisation has been taking an increasingly prominent position in policy-making and academic debates at the international level. Despite this growing interest, studies investigating the content and delivery of professional preparation programmes for early childhood practitioners are still quite rare in European literature. Against this background, the article will describe and critically analyse the characterising features of the university degree for the professional preparation of pre-school teachers in Italy, with a special focus on workplace-based training. In particular, the theoretical underpinnings and shared understandings related to the implementation of mentoring practices within the university course will be explored by drawing on the data collected from documentary sources and interviews with local experts. Findings highlight that the main strengths of mentoring practices within such a programme are: (a) the extended placement periods in early childhood education and care (ECEC) settings which allow prospective teachers to live the culture of practice; (b) the critically reflective component of tutoring practices, which combines theoretical and experiential learning; (c) the strong partnerships built at the local level between ECEC services and universities, which generates reciprocal influences between academic research and educational practices and thus sustains pedagogical innovation. At the same time, the fact that the mentoring role of placement tutors in ECEC institutions is not adequately supported in terms of competence development and workload allocation might potentially undermine the benefits of workplace-based training for students. In addition, the contextualisation of our analysis within the broader landscape of national policy developments in the field of ECEC staff professionalisation revealed that the increased academisation of pre-school teachers professional preparation might lead -in the long term -to a risk of 'schoolification' of pedagogical practices enacted within ECEC services. In regards to these issues, the article will raise questions for further consideration and debate.

Formación de extensionistas rurales latinoamericanos a partir de procesos de mentoría

“…En el presente estudio, en el marco de la expectativa de los extensionistas ingresantes de recibir apoyo de sus autoridades inmediatas, profesionales de Argentina y Guatemala reclamaron la falta de orientación, asesoramiento y acompañamiento de sus jefes: "hay coordinadores que dividen sus comunidades: 'a vos te tocan estos grupos' y vos mirás cómo salís" (Gt1-In-H). Tanto en la literatura científica como en las entrevistas se identificó como una de las posibles razones la falta de tiempo (Balduzzi y Lazzari, 2015; Greenhalgh y Rawlinson, 2013) y de motivación (Washington y Cox, 2016) de jefes y mentores.…”

Assessment of workplace-based learning: key findings from an ECE professional master programme in Portugal

“…Nevertheless, work placement has been considered a relevant part of the higher education professionalisation programmes in cross-national studies (Oberhuemer 2015;Urban et al 2011). Indeed, work placement is recognised as a 'learning space' (Jensen 2015), with opportunities for recursive processes between theory and practice (Balduzzi and Lazzari 2015) and for its debate against beliefs and values . Edwards (1998) argues that partnerships between schools and universities have the potential to be sites of regeneration of professionalism.…”

Interpretations of Mentoring during Early Childhood Education Mentor Training

“…Heikkinen, Jokinen, & Tynjälä, 2012). Balduzzi and Lazzarri (2015) have acknowledged that ECEC mentors need to be guided and supported to engage in constructive and reflective dialogue with students. Ukkonen-Mikkola and Turtiainen (2016) have shown that students, mentors, and university lecturers appreciate mentor training.…”

“…Furthermore, Pendergast, Garvis, and Keogh (2011) state that students have the opportunity to face the reality of the role during these practicums. It is thus very important that the practicums in preschools are guided by trained and motivated mentors (Balduzzi & Lazzarri, 2015;Leshem, 2012;Ukkonen-Mikkola & Turtiainen, 2016).…”

“…Mentors play a significant role in early childhood education and care teacher education, and teachers need to be prepared for this task (Balduzzi & Lazzarri, 2015;Leshem, 2012). The education of mentors is carried out in many countries.…”