Practicum assessment of culturally and linguistically diverse early childhood pre-service teachers
- Nuttall, Joce, Ortlipp, Michelle
- Authors: Nuttall, Joce , Ortlipp, Michelle
- Date: 2012
- Type: Text , Journal article
- Relation: European Early Childhood Education Research Journal Vol. 20, no. 1 (2012), p. 47-60
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- Description: The practicum is an integral component of teacher education courses, but culturally and linguistically diverse pre-service teachers can face particular struggles in meeting assessment requirements on the practicum in early childhood settings. This paper reports from a small, exploratory study of early childhood practicum handbooks from four Australian universities, interviews with early childhood pre-service teachers whose home language is not English, and interviews with early childhood educators who had supervised pre-service teachers from diverse backgrounds. Analysis of the data suggests that, while the universities aim to produce graduates who are sensitive to the diversity of the children they teach, similar considerations are not evident in the experiences of some diverse pre-service teachers. We illustrate this claim by describing the case of Sue, a Singaporean Chinese student, who struggled to pass a final-year practicum. © 2012 Copyright EECERA.
- Authors: Nuttall, Joce , Ortlipp, Michelle
- Date: 2012
- Type: Text , Journal article
- Relation: European Early Childhood Education Research Journal Vol. 20, no. 1 (2012), p. 47-60
- Full Text:
- Reviewed:
- Description: The practicum is an integral component of teacher education courses, but culturally and linguistically diverse pre-service teachers can face particular struggles in meeting assessment requirements on the practicum in early childhood settings. This paper reports from a small, exploratory study of early childhood practicum handbooks from four Australian universities, interviews with early childhood pre-service teachers whose home language is not English, and interviews with early childhood educators who had supervised pre-service teachers from diverse backgrounds. Analysis of the data suggests that, while the universities aim to produce graduates who are sensitive to the diversity of the children they teach, similar considerations are not evident in the experiences of some diverse pre-service teachers. We illustrate this claim by describing the case of Sue, a Singaporean Chinese student, who struggled to pass a final-year practicum. © 2012 Copyright EECERA.
Afterword : a fresh look at workplace learning for VET teachers
- Authors: Smith, Erica
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 18, no. 1 (2020), p. 84-92
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- Description: The expertise and professionalism of teachers is vital in vocational education and training (VET), as it is in any other education sector. As ‘dual professionals’, VET teachers need to keep abreast of their industry or discipline area as well as maintaining and improving their pedagogical skills and knowledge. VET workplaces (colleges and vocational schools) are important sites of learning for these matters. This paper draws together and analyses the findings from the other papers in this special issue, finding that VET workplaces contribute to teachers’ learning both as a part of pedagogical qualifications (in ‘teaching practice’ components) and as part of continuing professional learning. The paper draws on a previous theoretical model and the findings in the papers to propose a number of categories of workplace learning: learning that is taught, sought, wrought, caught, brought, and thought. These could be applied to any occupation. Finally, the contribution of teachers’ personal attributes to the extent and nature of their site-based learning is examined, using the data in the papers to develop further a previous model of VET teacher professionalism. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
- Authors: Smith, Erica
- Date: 2020
- Type: Text , Journal article
- Relation: International Journal of Training Research Vol. 18, no. 1 (2020), p. 84-92
- Full Text:
- Reviewed:
- Description: The expertise and professionalism of teachers is vital in vocational education and training (VET), as it is in any other education sector. As ‘dual professionals’, VET teachers need to keep abreast of their industry or discipline area as well as maintaining and improving their pedagogical skills and knowledge. VET workplaces (colleges and vocational schools) are important sites of learning for these matters. This paper draws together and analyses the findings from the other papers in this special issue, finding that VET workplaces contribute to teachers’ learning both as a part of pedagogical qualifications (in ‘teaching practice’ components) and as part of continuing professional learning. The paper draws on a previous theoretical model and the findings in the papers to propose a number of categories of workplace learning: learning that is taught, sought, wrought, caught, brought, and thought. These could be applied to any occupation. Finally, the contribution of teachers’ personal attributes to the extent and nature of their site-based learning is examined, using the data in the papers to develop further a previous model of VET teacher professionalism. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Locating “gold standard” evidence for simulation as a substitute for clinical practice in prelicensure health professional education : a systematic review
- Bogossian, Fiona, Cant, Robyn, Ballard, Emma, Cooper, Simon, Levett-Jones, Tracy, McKenna, Lisa, Ng, Linda, Seaton, Phillippa
- Authors: Bogossian, Fiona , Cant, Robyn , Ballard, Emma , Cooper, Simon , Levett-Jones, Tracy , McKenna, Lisa , Ng, Linda , Seaton, Phillippa
- Date: 2019
- Type: Text , Journal article , Review
- Relation: Journal of Clinical Nursing Vol. 28, no. 21-22 (2019), p. 3759-3775
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- Description: Aims and objectives: To extract, examine and report the highest available levels of evidence from healthcare disciplines in the use of simulation-based education as substitution for clinical placement in prelicensure programmes. Background: Simulation is widely employed across prelicensure health professional education to create safe, realistic clinical learning experiences for students. Whether simulation can be employed to substitute for actual clinical placement, and if so, in what proportion, replacement ratio and duration, is unclear. Methods: A systematic review and quality appraisal of primary studies related to prelicensure students in all health disciplines, guided by the PRISMA checklist. Results: Ten primary studies were included, representing 2,370 students from three health disciplines in four countries. Nine studies were experimental and quasi-experimental and methodological quality was assessed as moderate to high with good to very good inter-rater agreement. Direct substitution of simulation for clinical practice ranged from 5% to 50%. With one exception, replacement ratios were 1:1 and duration of replacement ranged from 21 hr–2 years. Levels of evaluation included measures of reaction, knowledge and behaviour transfer; no negative outcomes were reported. We appraised practicalities for design of substitution, design limitations and knowledge transfer to accreditation standards for prelicensure programmes. Conclusions: This review synthesised highest levels and quality of available evidence for substitution of simulation for clinical placement in health professional education. Included studies were heterogenous in simulation interventions (proportion, ratio and duration) and in the evaluation of outcomes. Future studies should incorporate standardised simulation curricula, widen the health professions represented and strengthen experimental designs. Relevance to clinical practice: Current evidence for clinical educational preparation does not appear to be translated into programme accreditation standards governing clinical practice experience for prelicensure programmes in relevant jurisdictions. Overall, a stronger evidence base is necessary to inform future curricula and policy development, to strengthen clinical practice in health. © 2019 John Wiley & Sons Ltd
- Authors: Bogossian, Fiona , Cant, Robyn , Ballard, Emma , Cooper, Simon , Levett-Jones, Tracy , McKenna, Lisa , Ng, Linda , Seaton, Phillippa
- Date: 2019
- Type: Text , Journal article , Review
- Relation: Journal of Clinical Nursing Vol. 28, no. 21-22 (2019), p. 3759-3775
- Full Text:
- Reviewed:
- Description: Aims and objectives: To extract, examine and report the highest available levels of evidence from healthcare disciplines in the use of simulation-based education as substitution for clinical placement in prelicensure programmes. Background: Simulation is widely employed across prelicensure health professional education to create safe, realistic clinical learning experiences for students. Whether simulation can be employed to substitute for actual clinical placement, and if so, in what proportion, replacement ratio and duration, is unclear. Methods: A systematic review and quality appraisal of primary studies related to prelicensure students in all health disciplines, guided by the PRISMA checklist. Results: Ten primary studies were included, representing 2,370 students from three health disciplines in four countries. Nine studies were experimental and quasi-experimental and methodological quality was assessed as moderate to high with good to very good inter-rater agreement. Direct substitution of simulation for clinical practice ranged from 5% to 50%. With one exception, replacement ratios were 1:1 and duration of replacement ranged from 21 hr–2 years. Levels of evaluation included measures of reaction, knowledge and behaviour transfer; no negative outcomes were reported. We appraised practicalities for design of substitution, design limitations and knowledge transfer to accreditation standards for prelicensure programmes. Conclusions: This review synthesised highest levels and quality of available evidence for substitution of simulation for clinical placement in health professional education. Included studies were heterogenous in simulation interventions (proportion, ratio and duration) and in the evaluation of outcomes. Future studies should incorporate standardised simulation curricula, widen the health professions represented and strengthen experimental designs. Relevance to clinical practice: Current evidence for clinical educational preparation does not appear to be translated into programme accreditation standards governing clinical practice experience for prelicensure programmes in relevant jurisdictions. Overall, a stronger evidence base is necessary to inform future curricula and policy development, to strengthen clinical practice in health. © 2019 John Wiley & Sons Ltd
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