How Does Supervision Develop Students’ Professional Identity When Entering the Childcare Workforce?
Applying a responsive evaluation approach to guide RUFDATA for the fieldwork placement evaluation of a tertiary early-childhood education programme in Hong Kong
DOI:
https://doi.org/10.14297/jpaap.v6i2.337Keywords:
professional identity, evaluation, RUFDATA, early-childhood education, fieldwork placementAbstract
This paper aims to evaluate the fieldwork placement of a higher diploma programme in early childhood education at the Hong Kong Institute of Vocational Education (IVE). In response to both academic and statutory requirements associated with education ordinances, students must take sufficient supervised fieldwork placement hours throughout the programme to learn to be a Qualified Kindergarten Teacher (QKT). In current institutional evaluative practices, the corresponding department evaluates fieldwork placement quality based on concerns about student and supervisor performance using questionnaires at the end of the semester. However, the evaluation might lose sight of unanticipated outcomes and its intrinsic value when it is too focused on the predetermined evaluation’s objectives. Guided by a responsive evaluation approach, this paper suggests a new form of evaluation concerning stakeholder perspectives on intrinsic value in the programme. Accordingly, it uses the practical tool RUFDATA to frame the evaluation practices under its key categories, namely, reason, use, focus, data, audience, timing and agency. By drawing empirical data from students who have just completed the programs’ fieldwork placement in spring 2017, this qualitative evaluation investigates how fieldwork supervision develops students’ professional identity to prepare them for entry into the childcare workforce in the last fieldwork placement in the programme.
References
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doi: https://doi.org/10.3109/01443615.2010.514623
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doi: https://doi.org/10.1080/10901020903539689
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Ortilpp, M. (2003). The Risk of Voice in Practicum Assessment. Asia-Pacific Journal of Teacher Education, 31, 225–237.
doi: https://doi.org/10.1080/0955236032000149364
Ortlipp, M. (2009). Shaping Conduct and Bridling Passions: governing practicum supervisors' practice of assessment. Contemporary Issues in Early Childhood, 10, 156-167.
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doi: https://doi.org/10.1080/00094056.2006.10522863
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doi: https://doi.org/10.1080/10901020902885604
Rouse, L., Marrossey, A. M., & Rahimi, M. (2012). Problematic placement: pathways pre service teachers' perspectives on their infant/toddler placement. Early Years, 32, 87-98.
doi: https://doi.org/10.1080/09575146.2011.610299
Saunders, M. (2000). Beginning an Evaluation with RUFDATA: Theorizing a Practical Approach to Evaluation Planning. Evaluation, 6, 7–21.
doi: https://doi.org/10.1177/13563890022209082
Saunders, M. (2006). The 'presence' of evaluation theory and practice in educational and social development: toward an inclusive approach. London Review of Education, 4, 197–215.
doi: https://doi.org/10.1080/14748460600855526
Scriven, M. (1996). Types of Evaluation and Types of Evaluator. Evaluation Practice, 17, 151–161.
doi: https://doi.org/10.1016/S0886-1633(96)90020-3
Sherman, P. (2016). Using RUFDATA to guide a logic model for a quality assurance process in an undergraduate university program. Evaluation and Program Planning, 55, 112-119.
doi: https://doi.org/10.1016/j.evalprogplan.2015.12.009
Stake, R. E. (1976). A theoretical Statement of Responsive Evaulation. Studies in Educational Evaluation, 2, 19–22.
doi: 10.1016/0191-491X (76)90004-3
Stake, R. E. (1991). Excerpts from: "Program Evaluation, Particularly Responsive Evaluation". Evaluation Practice, 12, 63–76.
doi: https://doi.org/10.1016/0886-1633(91)90025-S
Su-Jeong, W., Weber, E. K., & Soyeon, P. (2014). Early childhood practicum students' professional growth in the USA: areas of confidence and concern. International Journal of Early Years Education, 22, 409–422.
doi: https://doi.org/10.1080/09669760.2014.911644
Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465.
doi: 10.1016/j.tate.2009.06.006
Thorpe, K., Millear, P., & Petriwskyj, A. (2012). Can a Childcare Practicum Encourage Degree Qualified Staff to Enter the Childcare Workforce? Contemporary Issues in Early Childhood, 13, 317–327.
doi: https://doi.org/10.2304/ciec.2012.13.4.317
Walsh, K., & Elmslie, L. (2005). Practicum pairs: an alternative for first field experience in early childhood teacher education. Asia-Pacific Journal of Teacher Education, 33, 5–21.
doi: https://doi.org/10.1080/1359866052000341098
Wee, S, Weber, E & Park, S (2014). Early childhood practicum students' professional growth in the USA: areas of confidence and concern. International Journal of Early Years Education, 22, 409–422.
doi: https://doi.org/10.1080/09669760.2014.911644
Wong, M. S. & Rao, N. (2015). The evolution of early childhood education policy in Hong Kong. International Journal of Child Care and Education Policy, 9.
doi: https://doi.org/10.1007/s40723-015-0006-y
Vocational Training Council [VTC] (2017b). Higher Diploma in Child Care and Education. Retrieved from http://www.vtc.edu.hk/admission/en/programme/ce114301-higherdiploma-in-child-care-and-education/
doi: https://doi.org/10.1016/j.evalprogplan.2005.04.003
Beavers, E., Orange, A., & Kirkwood, D. (2017). Fostering critical and reflective thinking in an authentic learning situation. Journal of Early Childhood Teacher Education, 38(1), 3-18.
doi: https://doi.org/10.1080/10901027.2016.1274693
Beltman, S., Glass, C., Dinham, J., Chalk, B., & Nguyen, B. H. N. (2015). Drawing identity: Beginning pre-service teachers’ professional identities. Issues in Educational Research, 25(3), 225-245. Available at http://www.iier.org.au/iier25/beltman.html
Brown, A., & Danaher, P. (2008). Towards collaborative professional learning in the first year early childhood teacher education practicum: issues in negotiating the multiple interests of stakeholder feedback. Early Childhood Education Journal, 36, 147–161.
doi: https://doi.org/10.1080/13598660801958879
Chan, K. S. L., & Chan, L. (2003). Early Childhood Education in Hong Kong and its Challenges. Early Child Development and Care, 173, 7-17.
doi: https://doi.org/10.1080/0300443022000022387
Cheung, L. (2016). Applying a reflexive framework to evaluate a communication skills curriculum. Advances in Medical Education and Practice,7, 587–592.
doi: https://doi.org/10.2147/AMEP.S115789
Creswell, J. (2008). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, N.J.: Prentice Hall.
Dayan, Y. (2008). Towards professionalism in early childhood practicum supervision – a personal journey. European Early Childhood Education Research Journal, 16, 153–170.
doi: https://doi.org/10.1080/13502930802141592
Education Bureau [EDB] (2003). Qualification Requirement for Newly Appointed Kindergarten Teachers. Retrieved 2 June, 2017, from http://applications.edb.gov.hk/circular/upload/EMBC/EMBC03028E.PDF
Education Commission (2000). Learning for Life, Learning through Life: Reform Proposals for the Education System in Hong Kong. Hong Kong: Hong Kong Government Printer.
Fung, K. H. (2014). The Hong Kong Early Childhood Curriculum Reform for the 21st Century: A Retrospective and Prospective Analysis. Education Journal, 42, 95-112. Retrieved from http://hkier.fed.cuhk.edu.hk/journal/wpcontent/uploads/2015/01/EJ_V42N2_95-112.pdf
Han, S., Blank, J., & Berson, I. R. (2017). To transform or to reproduce: Critical examination of teacher inquiry within early childhood teacher preparation. Journal of Early Childhood Teacher Education, 38(4), 308-325.
doi: https://doi.org/10.1080/10901027.2017.1393643
Jelfs, A. & Pelly, P. (2007). Evaluating electronic resources: Personal Development Planning resources at the Open University, a case study. Assessment & Evaluation in Higher education,32, 515-526.
doi: https://doi.org/10.1080/02602930601116755
Jensen, J. J. (2015). Placement supervision of pedagogue students in Denmark: the role of university colleges and early childhood centres. Early Years, 35, 154–167.
doi: https://doi.org/10.1080/09575146.2015.1024616
Johnson, A. V. S., La Paro, K. M., & Crosby, D. A. (2017). Early Practicum Experiences: Preservice Early Childhood Students' Perceptions and Sense of Efficacy. Early Childhood Education Journal, 45, 229–236.
doi: https://doi.org/10.1007/s10643-016-0771-4
Levy, R., Dickerson, C. & Teague, J. (2011). Developing blended learning resources and strategies to support academic reading: a student‐centred approach. Journal of Further and Higher Education, 30, 89-106.
doi: https://doi.org/10.1080/0309877X.2010.540317
Lindqvist, H., Weurlander, M., Wernerson, A., & Thornberg, R. (2017). Resolving feelings of professional inadequacy: Student teachers’ coping with distressful situations. Teaching and Teacher Education, 64, 270-279.
doi:10.1016/j.tate.2017.02.019
Lodico, M. G., Spaulding, D. T., & Voegtle, K. H. (2006). Methods in educational research: from theory to practice. San Francisco: Jossey-Bass.
Machado, J. M., & Meyer-Botnarescue, H. (2011). Student teaching: Early childhood practicum guide. Australia: Wadsworth, Cengage Learning.
Maynard, C., Paro, K. M., & Johnson, A. V. (2014). Before Student Teaching: How Undergraduate Students in Early Childhood Teacher Preparation Programs Describe Their Early Classroom-Based Experience. Journal of Early Childhood Teacher Education, 35(3), 244-261. doi:10.1080/10901027.2014.936070
McFarland, L., & Saunders, R. (2009). Reflective Practice and Self-Evaluation in Learning Positive Guidance: Experiences of Early Childhood Practicum Students. Early Childhood Education Journal, 36, 505–511.
doi: https://doi.org/10.1007/s10643-009-0315-2
Mertens, D.M., & Wilson, A. T. (2012). Program Evaluation Theory and Practice: A Comprehensive Guide (1st ed.). New York: The Guilford Press.
Mukhopadhyay, S. & Smith, S. (2016). Curriculum evaluation from the trainees' perspective: Application to the ALWP ATSM. Journal of Obstetrics and Gynaecology, 30.
doi: https://doi.org/10.3109/01443615.2010.514623
Nickel, J., Sutherby, L., & Oliver, S. G. (2010). Fostering Reflection Through Challenging Practica. Journal of Early Childhood Teacher Education, 31, 49–62.
doi: https://doi.org/10.1080/10901020903539689
Ohi, S. (2014). A Day in the Life of an Early Childhood Teacher: Identifying the Confronting Issues and Challenges That Arise. Creative Education, 5, 1008-1018.
doi: https://doi.org/10.4236/ce.2014.511115
Ortilpp, M. (2003). The Risk of Voice in Practicum Assessment. Asia-Pacific Journal of Teacher Education, 31, 225–237.
doi: https://doi.org/10.1080/0955236032000149364
Ortlipp, M. (2009). Shaping Conduct and Bridling Passions: governing practicum supervisors' practice of assessment. Contemporary Issues in Early Childhood, 10, 156-167.
doi: https://doi.org/10.2304/ciec.2009.10.2.156
Pearson, E., & Rao, N (2006). Early Childhood Education Policy Reform in Hong Kong: Challenges in Effecting Change in Practices. Childhood Education, 82, 363–368.
doi: https://doi.org/10.1080/00094056.2006.10522863
Recchia, S., Beck, L., Esposito, A,. & Tarrant, K. (2009). Diverse Field Experiences as a Catalyst for Preparing High Quality Early Childhood Teachers. Journal of Early Childhood Teacher Education, 30, 105–122.
doi: https://doi.org/10.1080/10901020902885604
Rouse, L., Marrossey, A. M., & Rahimi, M. (2012). Problematic placement: pathways pre service teachers' perspectives on their infant/toddler placement. Early Years, 32, 87-98.
doi: https://doi.org/10.1080/09575146.2011.610299
Saunders, M. (2000). Beginning an Evaluation with RUFDATA: Theorizing a Practical Approach to Evaluation Planning. Evaluation, 6, 7–21.
doi: https://doi.org/10.1177/13563890022209082
Saunders, M. (2006). The 'presence' of evaluation theory and practice in educational and social development: toward an inclusive approach. London Review of Education, 4, 197–215.
doi: https://doi.org/10.1080/14748460600855526
Scriven, M. (1996). Types of Evaluation and Types of Evaluator. Evaluation Practice, 17, 151–161.
doi: https://doi.org/10.1016/S0886-1633(96)90020-3
Sherman, P. (2016). Using RUFDATA to guide a logic model for a quality assurance process in an undergraduate university program. Evaluation and Program Planning, 55, 112-119.
doi: https://doi.org/10.1016/j.evalprogplan.2015.12.009
Stake, R. E. (1976). A theoretical Statement of Responsive Evaulation. Studies in Educational Evaluation, 2, 19–22.
doi: 10.1016/0191-491X (76)90004-3
Stake, R. E. (1991). Excerpts from: "Program Evaluation, Particularly Responsive Evaluation". Evaluation Practice, 12, 63–76.
doi: https://doi.org/10.1016/0886-1633(91)90025-S
Su-Jeong, W., Weber, E. K., & Soyeon, P. (2014). Early childhood practicum students' professional growth in the USA: areas of confidence and concern. International Journal of Early Years Education, 22, 409–422.
doi: https://doi.org/10.1080/09669760.2014.911644
Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465.
doi: 10.1016/j.tate.2009.06.006
Thorpe, K., Millear, P., & Petriwskyj, A. (2012). Can a Childcare Practicum Encourage Degree Qualified Staff to Enter the Childcare Workforce? Contemporary Issues in Early Childhood, 13, 317–327.
doi: https://doi.org/10.2304/ciec.2012.13.4.317
Walsh, K., & Elmslie, L. (2005). Practicum pairs: an alternative for first field experience in early childhood teacher education. Asia-Pacific Journal of Teacher Education, 33, 5–21.
doi: https://doi.org/10.1080/1359866052000341098
Wee, S, Weber, E & Park, S (2014). Early childhood practicum students' professional growth in the USA: areas of confidence and concern. International Journal of Early Years Education, 22, 409–422.
doi: https://doi.org/10.1080/09669760.2014.911644
Wong, M. S. & Rao, N. (2015). The evolution of early childhood education policy in Hong Kong. International Journal of Child Care and Education Policy, 9.
doi: https://doi.org/10.1007/s40723-015-0006-y
Vocational Training Council [VTC] (2017b). Higher Diploma in Child Care and Education. Retrieved from http://www.vtc.edu.hk/admission/en/programme/ce114301-higherdiploma-in-child-care-and-education/
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2018-09-05
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