Living with uncertainty : transition from university student to early childhood professional

Joanne Ailwood; Alison L Black; Julie Bradley; Ann M Heirdsfield; Louise M Thomas; Sue Walker; Catherine J Meehan

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Living with uncertainty : transition from university student to early childhood professional

Conference paper

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Living with uncertainty : transition from university student to early childhood professional

Joanne Ailwood, Alison L Black, Julie Bradley, Ann M Heirdsfield, Louise M Thomas, Sue Walker and Catherine J Meehan

Proceedings of the 8th Pacific Early Childhood Education Research Association (PECERA) Annual Conference, pp.1-17

Pacific Early Childhood Education Research Association (PECERA) Annual Conference: Rethinking Early Childhood Education, 8th (Hong Kong, China, 04-Jul-2007–07-Jul-2007)

Pacific Early Childhood Education Research Association

2007

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Abstract

Specialist Studies in Education

early childhood teacher education

transitions

Transitions are inevitable, and are part of a continuous process of invention and exploration that is often linked to disequilibrium and dissonance (Stacey, 1992). Beginning professionals are often frustrated with the uncertainty and realities of their profession. This paper reports on a case study that aimed to identify early childhood education students' transition issues and to enhance their transition from the final semester of study into professional practice. The project aimed to develop a framework for supporting the transition journey for these students as they found a place within the field to develop and construct identities that align with the community in which they are socially situated. Three phases of transition (Bridges, 2003) were identified. 1) First, as students left university to transition into professional practice, they experienced feelings of insecurity, and a sense of loss and uncertainty. Also, they perceived personal and professional attributes as interchangeable. 2) Second, graduates struggled with their new identities, and searched for answers to their insecurities. Some searched for answers from their university peers; others sought out peer mentoring and professional development opportunities in their sites. 3) Third, graduates were able to separate personal and professional qualities, and could begin to look back on their transition experiences in a more reflective way. Findings from this work have informed the provision of learning opportunities, experiences and approaches which have been strategically embedded in the final year units of study at university

Details

Title: Living with uncertainty : transition from university student to early childhood professional
Authors: Joanne Ailwood (Author) - Queensland University of Technology
Alison L Black (Author) - Queensland University of Technology
Julie Bradley (Author) - Queensland University of Technology
Ann M Heirdsfield (Author) - Queensland University of Technology
Louise M Thomas (Author) - Queensland University of Technology
Sue Walker (Author) - Queensland University of Technology
Catherine J Meehan (Author) - Queensland University of Technology
Publication details: Proceedings of the 8th Pacific Early Childhood Education Research Association (PECERA) Annual Conference, pp.1-17
Conference details: Pacific Early Childhood Education Research Association (PECERA) Annual Conference: Rethinking Early Childhood Education, 8th (Hong Kong, China, 04-Jul-2007–07-Jul-2007)
Publisher: Pacific Early Childhood Education Research Association
Date published: 2007
Organisation Unit: School of Education - Legacy; Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99447766302621
Output Type: Conference paper

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