Early Childhood Education and Care Preservice Teachers' Experiences of Articulation from Vocational Education and Training to Higher Education
Year: 2018
Type: dissertation
Abstract: Early Childhood Education and Care in Australia is at a watershed, with significant legislation and policy requiring additional four-year-qualified Early Childhood teachers. This phenomenographic study examined the experiences of 16 Early Childhood preservice teachers who had articulated from Diploma programs to university-based Early Childhood teacher education programs. It examined articulation from the perspective of the articulating preservice teachers themselves to reveal the qualitatively different ways in which the preservice teachers experienced articulation. By revealing the conditions which enabled successful articulation to university, the thesis contributes empirical insights into the politically-driven ECEC reform agenda and articulation as a national workforce strategy.
Author: Merryl L Johnstone
Language: English
Topic: Education Systems and Policy
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2913749347