From university to working life: an analysis of field-based studies in early childhood teacher education and recently graduated kindergarten teachers’ transition to work

    Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review


    The aim of this article is to highlight problematic areas related to field-based studies in early childhood teacher education and the role of mentoring programmes among newly qualified kindergarten teachers in Finland. With the ‘teacher as researcher’ as the chosen model for prospective kindergarten teachers, our findings indicate that this aim can only be realistically achieved if all stages of the teacher education process are effectively linked. Key elements begin with the entry requirements for students and include productively connecting field-based studies with on-campus courses, establishing a ‘double supervision model’, and co-operating with a stable network of early childhood centres for field-based studies. A further finding is that, although novice teachers have successfully completed their professional education, they can still feel vulnerable during the induction phase in the workplace, suggesting a need for mentoring programmes.
    Key words: Kindergarten teacher education, field-based studies, induction phase, peer-group mentoring
    Bidragets titel på inmatningsspråkYliopistosta työelämään: harjoittelu lastentarhanopettajan koulutuksessa ja mentorointi ammatin induktiovaiheen tukena
    TidskriftEarly years : an international journal of research and development
    Sidor (från-till)197-210
    Antal sidor14
    StatusPublicerad - 6 nov 2015
    MoE-publikationstypA1 Tidskriftsartikel-refererad


    • 516 Pedagogik

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