Work Integrated Learning in Teachers’ Education in Early Years Education in Ireland

Abstract

Work Integrated Learning (WIL) has been adopted in academia because of its potential benefits to WIL participants - students, academic institutes and industries (Dorasamy and Rampersad, 2018).

With the awareness of WIL benefits, Professional Practice Placement as a form of WIL has long been embraced in Teachers’ Education where students apply knowledge of educational theories and develop teaching skills through practice in an authentic work environment. However, the placement in Teachers’ Education in the Early Childhood Education and Care (ECEC) programme has only recently become compulsory and there has been little research on students’ experience in the placement in Early Learning and Care sector (ELC) in Ireland.

This study aimed to gain insight into a broader understanding of students' and mentor teachers' experiences and perceptions toward placement in the ELC in Ireland. Ultimately, it intended to find effective ways of enhancing the WIL experience for both WIL participants so that the placement experience optimistically influences students’ learning outcomes and developing professional dispositions as well as in-service teachers’ continuous professional development.

To find the answer to the research questions, quantitative research methods were employed in two cohorts. Students’ survey measured Overall Satisfaction with placement (Bolliger and Halupa, 2012) and Cliffe et al. (2014)’s Short version of Supervisory Relationship Questionnaire (S-SRQ) was used to measure satisfaction with their mentor teachers. Plus, Rigg (2000)’s Mentor Self-Efficacy Scale (MES) was utilised to measure in-service teachers’ mentoring efficacy along with five variables.

Students presented a positive satisfaction rate overall on their placement experience. However, discrepancies among students’ responses and experiences were observed. Although most students expressed an optimistic supervisory relationship with their mentor teachers, a wide range of satisfaction degrees was revealed with undesirable experiences and unsupportive relationships. Students expressed a high rate of Safe Base aspect in the Supervisory Relationship satisfaction but the Structure aspect was relatively low. A strong correlation between students’ placement satisfaction and supervisory relationship was reported.

The participants from a teacher cohort in this study showed a high level of mentoring efficacy in general. Similar to the findings from the students’ survey, teachers displayed higher efficacy in the psychologically safe base aspect. Conversely, teachers showed less confidence in having mentoring relevant skills and managing time to mentor students. A significant correlation between MES and teachers’ qualifications was found. Teachers who had more structured mentor training presented a strong relationship with several aspects of MES.

To enhance the WIL experience of students, the findings suggested more structured mentoring sessions for students with mentor teachers who have equipped relevant theoretical knowledge and mentoring skills. Provision of structured mentoring training in cooperation with Higher Education Institutes to in-service teachers is suggested not only to improve students' positive WIL experience in a quality setting but also to support in-service teachers' ongoing professional and personal development.