A pathway to enhancing professionalism: building a bridge between TAFE and university early childhood qualifications

Whitington, Victoria and Ebbeck, Marjory and Diamond, Alexandra and Yim, Hoi Yin Bonnie (2009) A pathway to enhancing professionalism: building a bridge between TAFE and university early childhood qualifications. Australian Journal of Early Childhood, 34 (1). pp. 27-35. ISSN 0312-5033


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.

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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Contact email: Hoi.Yim@usq.edu.au. Author version not held.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 01 Jul 2010 01:46
Last Modified: 01 Sep 2014 03:13
Uncontrolled Keywords: early childhood education; child care; teacher education; teacher qualifications; student teacher attitudes; satisfaction; teaching methods; student evaluation; curriculum; program effectiveness
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1302 Curriculum and Pedagogy > 130213 Vocational Education and Training Curriculum and Pedagogy
13 Education > 1301 Education Systems > 130102 Early Childhood Education (excl. Maori)
Socio-Economic Objective: C Society > 93 Education and Training > 9303 Curriculum > 930301 Assessment and Evaluation of Curriculum
C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
C Society > 93 Education and Training > 9305 Education and Training Systems > 930503 Resourcing of Education and Training Systems
URI: http://eprints.usq.edu.au/id/eprint/7658

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