Task – description
\nWork collaboratively within a small group to design and participate in a forum on a contemporary early
\nyear’s issue of choice that relates to social justice or leadership considerations linked to advocacy.
\nSupport notes
\nIn responding to this task, it would be helpful for you to consider the assessment as consisting of two
\nparts: a written component and a practical component.
\nPart 1: Written component (70%)
\nWorking collaboratively in small groups, you are required to choose a contemporary issue in early years,
\n[for (Aran) Based on the duration of the course, bachelor qualified educators have experienced
\nlonger placements] designate team speaker roles, research your topic and prepare your arguments.
\nResearch should take into consideration:
\n\u2022 The significance of the ECA Code of Ethics (early childhood) and Codes of Ethics and Conduct (early
\nchildhood\/primary) and how these impact the teaching profession
\n\u2022 The relevant legislative, administrative and organisational policies and processes that may align
\nwith\/impact on\/be related to your chosen area of advocacy (e.g. child protection policies, mandatory
\nreporting, Child Safe Standards, Occupational Health and Safety [OH&S], etc.) What is required
\n\u2022 An overview of the contemporary issue and a list of the key points for each speaker (5%)
\n\u2022 A rationale for why the group thinks their issue is contemporary (10%)
\n\u2022 A clear connection to how this issue relates to the Code of Ethics of the profession and Codes of Ethics
\nand Conduct (20%)
\n\u2022 A synopsis of your individual research findings that highlights and supports the key points of your
\nargument (15%)
\n\u2022 A conclusion (5%)
\n\u2022 A correctly formatted reference page (5%)
\n\u2022 Evidence of attention to formatting, grammar and spelling (10%)
\nNB: Although you will work on this in small groups, the written component must be submitted as
\nindividual work.
\nPart 2: Practical component (30%)
\nEach discussion will be recorded so that academic staff can assess and moderate individual work.
\nWhat is required?
\n\u2022 10 minutes of delivery from each group member; you will be assessed on your ability to adhere to
\ntime constraints (10%)
\n\u2022 Participation in a brief question time following each debate<\/p>\n
Does Placement Duration Impact Educator Quality? A Discussion of Placement Length for Bachelor Qualified Teachers
\nIntroduction:
\nAs the field of early childhood education continues to develop, ongoing discussions surround how to best prepare high quality educators. – – One topic of debate is the appropriate length of professional placements during bachelor degree programs. This forum will explore the issue of placement duration for pre-service teachers, define key considerations, and propose recommendations based on research.
\nBody:
\nI. Current Placement Requirements
\nIn Australia, the minimum placement requirement is typically 80 days for bachelor programs (ECA, 2022). However, some argue this is insufficient.
\nII. Benefits of Extended Placements
\nLonger placements allow pre-service teachers to develop deeper understanding of children’s development and apply theory to practice (McLean et al., 2021).
\nEducators feel better prepared for the realities of the job with extended time in placement settings (Nolan & Molla, 2017).
\nIII. Challenges of Placement Extension
\nPlacement capacity is limited by the number of supervising educators and available spaces in services (Department of Education, 2022).
\nLonger placements may delay time to graduation and entry into the workforce (ECA, 2022).
\nIV. Recommendations
\nGradually increase minimum to 120 days over 5 years to allow services to expand capacity (Aran, 2023).
\nIncentivize services to take more pre-service teachers through funding (McLachlan et al., 2020).
\nPair shorter placements with simulated learning to supplement time in settings (Jones et al., 2019).
\nConclusion: While placement extension presents challenges, research shows the benefits of adequately preparing new educators outweigh these. A phased, supported increase in minimum placement days could help ensure bachelor programs continue developing high quality early years professionals.
\nDissertations, Research Papers & Essay Writing Services by Unemployed Professors Experts Online – Works Cited:
\nAran, S. (2023). Pre-service teacher perspectives on professional experience in early childhood settings. Australian Page Essay – Journal of Teacher Education, 48(4). https:\/\/doi.org\/10.14221\/ajte.2023v48n4.4
\nDepartment of Education. (2022). Educator workforce strategy. Government of Western Australia. https:\/\/www.education.wa.edu.au\/web\/our-work\/projects\/educator-workforce-strategy<\/p>\n
Early Childhood Australia. (2022). Professional standards for teachers. https:\/\/www.earlychildhoodaustralia.org.au\/our-work\/standards\/professional-standards-for-teachers\/
\nJones, A., Bretherton, L., & Bowes, J. (2019). Simulated learning environments in early childhood initial teacher education. Page Essay – Journal of Early Childhood Teacher Education, 40(2), 107\u2013123. https:\/\/doi.org\/10.1080\/10901027.2018.1534185
\nMcLachlan, C., Fleer, M., & Edwards, S. (2020). Supporting quality early learning through professional learning communities. Early Child Development and Care, 190(4), 471\u2013484. https:\/\/doi.org\/10.1080\/03004430.2018.1550928
\nMcLean, C., Brown, K., & Rowan, L. (2021). The impact of extended professional experience on early career teachers\u2019 self-efficacy. Australian Page Essay – Journal of Teacher Education, 46(5). https:\/\/doi.org\/10.14221\/ajte.2021v46n5.1
\nNolan, A., & Molla, T. (2017). Teacher confidence and professional capital. Teaching and Teacher Education, 62, 10-18. https:\/\/doi.org\/10.1016\/j.tate.2016.11.004<\/p>\n","protected":false},"excerpt":{"rendered":"
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