Impact of students' prior work experiences on their perceptions of practicums as support for their professional development

被引：3

作者：

Mykkanen, Arttu ^{[1
]}

Kupila, Paivi ^{[1
]}

Pekkarinen, Asko ^{[2
]}

机构：

[1] Tampere Univ, Tampere 33014, Finland

[2] Univ Oulu, Oulu, Finland

来源：

EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL | 2022年 / 30卷 / 05期

关键词：

Practicum; work experience; experienced students; professional development; professional expertise; TEACHER-EDUCATION; REFLECTION; SYSTEMS;

D O I：

10.1080/1350293X.2021.1992464

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Previous research on early childhood education (ECE) preservice practicums has provided insights into students' practicum experiences. However, little research exists regarding ECE teacher students with prior fieldwork experience and their perceptions of practicums as part of their professional development. Participants of this study were ECE students (N = 234) from two Finnish universities; data were collected through a questionnaire. Questionnaire responses were analyzed qualitatively and quantitatively. The results show that experienced students have different expectations than novice students about the roles and responsibilities of supervising teachers and teacher educators. Whereas experienced students viewed teacher supervisors as a primary source for guidance and support on pedagogical issues, they viewed university teachers as facilitators with responsibility for practicum quality assurance.

引用

页码：686 / 700

页数：15

共 25 条

[1] Towards collaborative professional learning in the first year early childhood teacher education practicum: issues in negotiating the multiple interests of stakeholder feedback [J].