Does our preparation of early years students for work-based learning (WBL) align with practitioners’ expectations?

Stobbs, Nicola and Musgrave, Jackie (2014). Does our preparation of early years students for work-based learning (WBL) align with practitioners’ expectations? In: TACTYC 2014 Conference Successful Pedagogy: Advocating for strong evidence to support early learning, 1 Nov 2014, Birmingham, UK.

URL: https://tactyc.org.uk/conferences-and-agm-2014/

Abstract

This presentation presents the findings from a small-scale research action project which explored how we prepared students for their practice-based learning. the following field questions were asked in the research
• How can we prepare students to achieve an outstanding work-based learning experience?
• What peer-to peer advice do students convey to help less-experienced students in work-based learning?
• The action research undertaken to prepare for this paper has enabled us to work through the above model with the students. Being aware of the gap between student and practitioner expectations regarding the placement experience has meant that we can anticipate and enable students to navigate their way through more competently.

In practice this has meant helping students complete a skills audit based on the professional standards of Early Years Educator (DfE 2014), as well as stressing the importance of a list when planning their placement tasks. A review of the Practice Based Learning Handbook addressing the issues raised from this research was also undertaken and shared with students to support their preparation for work-based learning.

Whilst it is impossible to anticipate every placement scenario, it is hoped that students are better prepared than they were before for an outstanding work-based learning experience as they follow the sound advice created following this research
What do practitioners value from students when engaged in work-based learning?

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