Becoming university qualified early childhood teachers: Studying with structured mentoring

IF 1.6 4区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Australasian Journal of Early Childhood Pub Date : 2024-08-24 DOI:10.1177/18369391241274801

Rebecca Andrews, Manjula Waniganayake, Fay Hadley, Iain Hay, Leanne Holt

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引用次数: 0

Abstract

University students studying to attain an early childhood teaching degree frequently face a triad of competing demands – study, work and personal – that affect their capacity to maintain studies to successfully complete their qualification. In the Australian government’s ten-year early childhood workforce strategy, mentoring was identified as a priority area. Mentoring during university studies boosts professional confidence in becoming a qualified teacher. In this study, framed through a Community of Practice, 56 mentees, 13 mentors, three academic mentors and four First Nations’ cultural advisors, engaged in a 26-week mentoring program. Findings indicate that mentoring from the beginning of university studies can ameliorate the triad of demands. However, a realistic consideration of the time available in relation to these factors is essential. This study offers evidence for funding mentoring programs to enable engagement in university studies and potentially boost the early childhood workforce, with implications for employers, universities and government.

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成为大学合格的幼儿教师：在结构化指导下学习

攻读幼儿教师学位的大学生经常面临着学习、工作和个人三重需求的竞争，这影响了他们保持学业以成功完成学业的能力。在澳大利亚政府的幼儿劳动力十年战略中，指导被确定为一个优先领域。大学学习期间的指导可以增强成为合格教师的专业信心。在本研究中，56 名被指导者、13 名指导者、3 名学术指导者和 4 名原住民文化顾问通过实践社区参与了为期 26 周的指导计划。研究结果表明，从大学学习一开始就进行指导可以改善三重要求。不过，必须切实考虑到与这些因素相关的可用时间。这项研究为资助指导计划提供了证据，使学生能够参与大学学习，并有可能促进幼儿劳动力的发展，这对雇主、大学和政府都有影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Australasian Journal of Early Childhood EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

16.70%

发文量

期刊介绍： The Australasian Journal of Early Childhood (AJEC) is Australasia’s foremost scholarly journal and the world’s longest-running major journal within the early childhood education and care sector. Published quarterly, AJEC offers evidence-based articles that are designed to impart new information and encourage the critical exchange of ideas among early childhood practitioners, academics and students. AJEC is peer reviewed by leading early childhood education and care academics, against quality-assurance guidelines to ensure that all articles promote best practice and disseminate high-quality information in the early childhood education and care sector.