Supporting Student Transition into Professional Practice

Angela Lindsay,Donna Jacqueline Dey,Patricia Thomson

doi:10.14297/jpaap.v5i2.276

Abstract

Transitions can affect students throughout their time at university. This study aims to show the potential of an additional, non-assessed placement in supporting MA3 Initial Teacher Education (ITE) students with skills thought to benefit transitions. Much of the research around student transitions focuses upon transitions into and out of higher education. In addition, within the MA ITE programme, students perceive challenges in transitioning into Professional Practice during their four year programme. A pilot study was undertaken to support third year MA ITE students in developing skills and attributes associated with the enhancement theme of student transitions in higher education: self-efficacy; reflection; and connectedness. The study involved MA3 students visiting an Early Learning and Childcare (ELC) setting in one local authority, one afternoon a week for eight weeks, the aim of the placement being for them to gain experience in playing and communicating with younger children, prior to their official early years placement. Initial findings from student focus group discussions suggest that students perceived that the study did help to support them in further developing transition skills and attributes.

Highlights

This ‘On the Horizon’ paper explores the question, “Does an additional, non-assessed based placement support students in developing transition skills and attributes at the third year of study on the MA Initial Teacher Education (ITE) programme?” This study was created in response to the Higher Education Enhancement theme of Student Transitions, and the evidence from literature that suggests the student experience can be enriched through effective transitions (Cheng, 2015)
This study aims to show the potential of an additional, nonassessed placement in supporting MA3 Initial Teacher Education (ITE) students with skills thought to benefit transitions
A pilot study was undertaken to support third year MA ITE students in developing skills and attributes associated with the enhancement theme of student transitions in higher education: self-efficacy; reflection; and connectedness

Summary

Introduction

This ‘On the Horizon’ paper explores the question, “Does an additional, non-assessed based placement support students in developing transition skills and attributes at the third year of study on the MA ITE programme?” This study was created in response to the Higher Education Enhancement theme of Student Transitions, and the evidence from literature that suggests the student experience can be enriched through effective transitions (Cheng, 2015). Anecdotal evidence from students and tutors suggest that the third year Professional Placement is a critical period for students because of increasing requirements and expectations, including a different focus in school (early years) and a more demanding professional context, emphasising layered, “multi-contextual transitions” This paper argues that the additional placement offers students the opportunity to develop skills in self-efficacy, confidence and critical reflection

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