Student and sponsor-educator relationships during early childhood education practicum
Date
1996
Authors
Pollard, Judith Ann
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Abstract
The preparation of early childhood educators typically includes practicum experience, in which students work in community early childhood services side-by-side with agency staff in a manner similar to apprentices. Although practicum is widely considered to be critical in the preservice training, it is acknowledged that practicum experiences may have negative as well as positive effects on the students. Literature in the field has identified problem areas and proposed strategies to overcome the difficulties. One of the current approaches to improving the practicum experience is to consider the sponsor-educator (agency staff person) as a mentor to the student. However, little research has been conducted on the nature of the working relationship between the early childhood education (ECE) student and the sponsor-educator during practicum, in order to develop understanding of those elements that lead to success for the student.
An inquiry which followed a case study design with a phenomenological orientation was undertaken. The focus of the study was the working relationship between the ECE student and sponsor-educator during a practicum. Two cases (pairs of student-graduate and sponsor-educator) were studied, thus it was a multiple case study. Each participant and pair of participants was engaged in interviews to elicit descriptions of their perception of the working relationship. A focus group of all participants was held to review the preliminary data analysis and provide feedback. The goal of the inquiry was to discover and describe the components of a working relationship between a student and sponsor-educator that contribute to successful learning experiences for the student in practicum.
From the inquiry themes relevant to the elements of the working relationship emerged. The themes are presented separately as: I) themes from each pair of student-graduate and sponsor-educator, 2) themes common to both pairs or cases and 3) meta-themes of the elements of the working relationship. The first two are interpretations of the experience of the participants in the working relationship. The third are my interpretations of the elements which may offer some understanding of the significance of each to the effectiveness of the working relationship.
The meta-themes which emerged were then considered in the light of the ECE practicum experience and literature from the field in an attempt to better understand their significance. I then reflect on possible implications for ECE practica based on my interpretation of the participants' experience of the working relationship.