View in EDS

Becoming university qualified early childhood teachers: Studying with structured mentoring.

Saved in:
Bibliographic Details
Title: Becoming university qualified early childhood teachers: Studying with structured mentoring.
Authors: Andrews, Rebecca, Waniganayake, Manjula, Hadley, Fay, Hay, Iain, Holt, Leanne
Source: Australasian Journal of Early Childhood; Jun2025, Vol. 50 Issue 2, p160-172, 13p
Subject Terms: EARLY childhood teachers, MENTORING, COMMUNITIES of practice, CONFIDENTIAL communications, COLLEGE students, MENTORS
Abstract: University students studying to attain an early childhood teaching degree frequently face a triad of competing demands – study, work and personal – that affect their capacity to maintain studies to successfully complete their qualification. In the Australian government's ten-year early childhood workforce strategy, mentoring was identified as a priority area. Mentoring during university studies boosts professional confidence in becoming a qualified teacher. In this study, framed through a Community of Practice, 56 mentees, 13 mentors, three academic mentors and four First Nations' cultural advisors, engaged in a 26-week mentoring program. Findings indicate that mentoring from the beginning of university studies can ameliorate the triad of demands. However, a realistic consideration of the time available in relation to these factors is essential. This study offers evidence for funding mentoring programs to enable engagement in university studies and potentially boost the early childhood workforce, with implications for employers, universities and government. [ABSTRACT FROM AUTHOR]
Copyright of Australasian Journal of Early Childhood is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Complementary Index
Description
Abstract:University students studying to attain an early childhood teaching degree frequently face a triad of competing demands – study, work and personal – that affect their capacity to maintain studies to successfully complete their qualification. In the Australian government's ten-year early childhood workforce strategy, mentoring was identified as a priority area. Mentoring during university studies boosts professional confidence in becoming a qualified teacher. In this study, framed through a Community of Practice, 56 mentees, 13 mentors, three academic mentors and four First Nations' cultural advisors, engaged in a 26-week mentoring program. Findings indicate that mentoring from the beginning of university studies can ameliorate the triad of demands. However, a realistic consideration of the time available in relation to these factors is essential. This study offers evidence for funding mentoring programs to enable engagement in university studies and potentially boost the early childhood workforce, with implications for employers, universities and government. [ABSTRACT FROM AUTHOR]
ISSN:18369391
DOI:10.1177/18369391241274801