Supporting Student Transition into Professional Practice

Abstract

Transitions can affect students throughout their time at university. This study aims to show the potential of an additional, non-assessed placement in supporting MA3 Initial Teacher Education (ITE) students with skills thought to benefit transitions. Much of the research around student transitions focuses upon transitions into and out of higher education. In addition, within the MA ITE programme, students perceive challenges in transitioning into Professional Practice during their four year programme. A pilot study was undertaken to support third year MA ITE students in developing skills and attributes associated with the enhancement theme of student transitions in higher education: self-efficacy; reflection; and connectedness. The study involved MA3 students visiting an Early Learning and Childcare (ELC) setting in one local authority, one afternoon a week for eight weeks, the aim of the placement being for them to gain experience in playing and communicating with younger children, prior to their official early years placement. Initial findings from student focus group discussions suggest that students perceived that the study did help to support them in further developing transition skills and attributes.

Perceptions of placement experiences of Early Childhood Studies students: the fluency of knowledge and skills

“…This stress impacts on the experience for the students and is a concern to them before, during and after the placement. Interestingly, preliminary research by Dey, Lindsay and Thomson (2017) found that students who completed placement experience without summative assessment attached did not feel this pressure, instead embracing the opportunity to develop skills before a placement with assessment. Within University B, there are 40 credits associated to this module, which may account for why this cohort felt more strongly than University A (where there are only 20 credits associated to the module).…”

“…However, shorter placements can also be a positive learning experience for students (Knight and Yorke, 2004). Research by Dey, Lindsay and Thomson (2017) concluded that students who completed a short placement (eight afternoons) within the early years found the experience useful in developing skills. Related to this, the placement experiences from both universities in this study are deemed 'short' placements.…”

“…Studies have shown confidence can be developed through a placement experience, one example being the research published by Dey, Lindsay and Thomson (2017). Confidence is just one key attribute which a worthwhile placement experience can support, supporting a student's ability to demonstrate a number of generic skills (Te Wiata, 2001;cited in Crebert et al, 2004).…”