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The Contribution of Part-Time Work Experience to Pre-Service Teachers' Development of Graduate Employability

The Contribution of Part-Time Work Experience to Pre-Service Teachers' Development of Graduate Employability

Tran Le Huu Nghia, Phuong Hoang Yen, Tran Le Kim Huong
Copyright: © 2019 |Pages: 28
ISBN13: 9781522584889|ISBN10: 1522584889|ISBN13 Softcover: 9781522585114|EISBN13: 9781522584896
DOI: 10.4018/978-1-5225-8488-9.ch002
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MLA

Nghia, Tran Le Huu, et al. "The Contribution of Part-Time Work Experience to Pre-Service Teachers' Development of Graduate Employability." Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education, edited by Gabriele I.E. Strohschen and Kim Lewis, IGI Global, 2019, pp. 20-47. https://doi.org/10.4018/978-1-5225-8488-9.ch002

APA

Nghia, T. L., Yen, P. H., & Huong, T. L. (2019). The Contribution of Part-Time Work Experience to Pre-Service Teachers' Development of Graduate Employability. In G. Strohschen & K. Lewis (Eds.), Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education (pp. 20-47). IGI Global. https://doi.org/10.4018/978-1-5225-8488-9.ch002

Chicago

Nghia, Tran Le Huu, Phuong Hoang Yen, and Tran Le Kim Huong. "The Contribution of Part-Time Work Experience to Pre-Service Teachers' Development of Graduate Employability." In Competency-Based and Social-Situational Approaches for Facilitating Learning in Higher Education, edited by Gabriele I.E. Strohschen and Kim Lewis, 20-47. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8488-9.ch002

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Abstract

Work-integrated learning (WIL) has been found to be effective in developing graduate employability. Working part-time while undertaking undergraduate studies may produce similar effects; however, its contribution to the development of students' employability has not yet been examined adequately. Therefore, this chapter will report a study investigating 22 Vietnamese pre-service teachers' experiences of how working as teaching assistants in commercial English language centers has contributed to their employability. Content analysis of semi-structured interviews revealed that part-time work experience elevated the pre-service teachers' specialized knowledge and skills, equipped them with soft skills, expanded their social networks, enhanced their adaptability to different work cultures, and modified their teacher identity. The chapter calls for universities to award credits for part-time work experience as a type of WIL, develop a mechanism for integrating it into curricula, and help graduates evidence their work experience to their future employers.

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