A pathway to enhancing professionalism: building a bridge between TAFE and university early childhood qualifications

Article


Whitington, Victoria, Ebbeck, Marjory, Diamond, Alexandra and Yim, Hoi Yin Bonnie. 2009. "A pathway to enhancing professionalism: building a bridge between TAFE and university early childhood qualifications." Australian Journal of Early Childhood. 34 (1), pp. 27-35.
Article Title

A pathway to enhancing professionalism: building a bridge between TAFE and university early childhood qualifications

ERA Journal ID20168
Article CategoryArticle
AuthorsWhitington, Victoria (Author), Ebbeck, Marjory (Author), Diamond, Alexandra (Author) and Yim, Hoi Yin Bonnie (Author)
Journal TitleAustralian Journal of Early Childhood
Australasian Journal of Early Childhood
Journal Citation34 (1), pp. 27-35
Number of Pages9
Year2009
Place of PublicationWatson, ACT, Australia
ISSN0312-5033
Web Address (URL)http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ854430&ERICExtSearch_SearchType_0=no&accno=EJ854430
Abstract

It has been argued that a key strategy to improve developmental and educational outcomes for young children is to increase the number of childcare staff with early childhood university degrees (Saracho & Spodek, 2007). In order to upgrade the qualifications of staff, a number of Australian universities provide pathways that enable graduates of early childhood diploma programs to complete a degree. Several impediments, including institutional structures and individual contextual and personal factors, may affect these pathways. Although a range of organisations offer diploma programs, TAFE (Tertiary and Further Education) is a major provider. The aim of the present study was to investigate student transition between early childhood programs in TAFE and university. The research drew on several data sources, including a survey of the perceptions of students at various points of undertaking the transition. The current credit arrangement for TAFE Diploma graduates was found to be satisfactory; however, gaps were identified between the TAFE and university teaching and learning arrangements with regard to curriculum structures, teaching styles and assessment. Graduates of both programs considered that the completion of both awards would have a positive effect on their careers.

Keywordsearly childhood education; child care; teacher education; teacher qualifications; student teacher attitudes; satisfaction; teaching methods; student evaluation; curriculum; program effectiveness
ANZSRC Field of Research 2020390307. Teacher education and professional development of educators
390303. Higher education
390114. Vocational education and training curriculum and pedagogy
390302. Early childhood education
Public Notes

Contact email: Hoi.Yim@usq.edu.au. Author version not held.

Byline AffiliationsUniversity of South Australia
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