Literaturnachweis - Detailanzeige
| Autor/inn/en | Whitington, Victoria; Ebbeck, Marjory; Diamond, Alexandra; Yim, Hoi Yin Bonnie |
|---|---|
| Titel | A Pathway to Enhancing Professionalism: Building a Bridge between TAFE and University Early Childhood Qualifications |
| Quelle | In: Australasian Journal of Early Childhood, 34 (2009) 1, S.27-35 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1836-9391 |
| Schlagwörter | Teaching Styles; Early Childhood Education; Outcomes of Education; Young Children; Foreign Countries; Child Development; Teacher Student Ratio; Child Care; Teacher Education; Teacher Qualifications; Student Teacher Attitudes; Satisfaction; Teaching Methods; Student Evaluation; Curriculum; Program Effectiveness; Australia Lehrstil; Unterrichtsstil; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernleistung; Schulerfolg; Frühe Kindheit; Ausland; Kindesentwicklung; Lehrer-Schüler-Relation; Kinderfürsorge; Kinderbetreuung; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Zufriedenheit; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Curricula; Lehrplan; Rahmenplan; Australien |
| 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. (As Provided). |
| Anmerkungen | Early Childhood Australia. P.O. Box 7105, Watson, ACT 2602, Australia. Tel: +61-2-6242-1800; Fax: +61-2-6242-1818; e-mail: publishing@earlychildhood.org.au; Web site: http://www.earlychildhoodaustralia.org.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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