The placement journey: Do year one placement modules support Childhood Studies students’ professional development?

2.50
Hdl Handle:
http://hdl.handle.net/2436/620988
Title:
The placement journey: Do year one placement modules support Childhood Studies students’ professional development?
Authors:
Brown, Zeta; Edwards, Tracey; Perkins, Helen ( 0000-0001-7344-8867 )
Abstract:
This study investigated changes made to the Childhood Studies placement journey of one post-1992 University in England. The Childhood Studies degree includes ‘practitioner options’ that requires students to complete 200 h placement experience, including 50 h in year one. In 2014, the participant university responded to this expectation by developing a year one placement module. The study sought to investigate whether the placement module supported the development of student’s professional identities in the first year of their studies. The study primarily used questionnaires, with a small amount of interviews and focus groups during 2014–2015. It found three key themes that students associated with their year one placement and their professional development. These were the importance of placement, links made from theory to practice and links from practice to theory. Students did however state disparities in their experiences of placement, especially in the range of responsibilities they were given. Students commented generally on the benefits (to their professional development) of relating theory to their year one practice, but noted frustration that there were minimal opportunities to reflect on practice in module assessments. The study contributes to existing literature by questioning how theory to practice and practice to theory links can be made more explicit in year one programmes.
Citation:
The placement journey: Do year one placement modules support Childhood Studies students’ professional development? 2017, 23 (2):162 Journal of Adult and Continuing Education
Journal:
Journal of Adult and Continuing Education
Issue Date:
7-Mar-2018
URI:
http://hdl.handle.net/2436/620988
DOI:
10.1177/1477971417695818
Additional Links:
http://journals.sagepub.com/doi/10.1177/1477971417695818
Type:
Article
Language:
en
ISSN:
1477-9714
Appears in Collections:
FEHW

Full metadata record

DC FieldValue Language
dc.contributor.authorBrown, Zetaen
dc.contributor.authorEdwards, Traceyen
dc.contributor.authorPerkins, Helenen
dc.date.accessioned2017-12-12T14:43:01Z-
dc.date.available2017-12-12T14:43:01Z-
dc.date.issued2018-03-07-
dc.identifier.citationThe placement journey: Do year one placement modules support Childhood Studies students’ professional development? 2017, 23 (2):162 Journal of Adult and Continuing Educationen
dc.identifier.issn1477-9714en
dc.identifier.doi10.1177/1477971417695818-
dc.identifier.urihttp://hdl.handle.net/2436/620988-
dc.description.abstractThis study investigated changes made to the Childhood Studies placement journey of one post-1992 University in England. The Childhood Studies degree includes ‘practitioner options’ that requires students to complete 200 h placement experience, including 50 h in year one. In 2014, the participant university responded to this expectation by developing a year one placement module. The study sought to investigate whether the placement module supported the development of student’s professional identities in the first year of their studies. The study primarily used questionnaires, with a small amount of interviews and focus groups during 2014–2015. It found three key themes that students associated with their year one placement and their professional development. These were the importance of placement, links made from theory to practice and links from practice to theory. Students did however state disparities in their experiences of placement, especially in the range of responsibilities they were given. Students commented generally on the benefits (to their professional development) of relating theory to their year one practice, but noted frustration that there were minimal opportunities to reflect on practice in module assessments. The study contributes to existing literature by questioning how theory to practice and practice to theory links can be made more explicit in year one programmes.en
dc.language.isoenen
dc.relation.urlhttp://journals.sagepub.com/doi/10.1177/1477971417695818en
dc.rightsArchived with thanks to Journal of Adult and Continuing Educationen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectChildhood Studiesen
dc.subjectearly yearsen
dc.subjectprofessionalsen
dc.subjectHigher Educationen
dc.subjectstudentsen
dc.titleThe placement journey: Do year one placement modules support Childhood Studies students’ professional development?en
dc.typeArticleen
dc.identifier.journalJournal of Adult and Continuing Educationen
dc.contributor.institutionUniversity of Wolverhampton, UK-
dc.contributor.institutionUniversity of Wolverhampton, UK-
dc.contributor.institutionUniversity of Wolverhampton, UK-
dc.date.accepted2017-06-
rioxxterms.funderInternalen
rioxxterms.identifier.projectUoW121217HPen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/CC BY-NC-ND 4.0en
rioxxterms.licenseref.startdate2018-11-01en
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