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Practices and Perspectives of First-Year WIL Activities: A Case Study of Primary Teacher Education

Practices and Perspectives of First-Year WIL Activities: A Case Study of Primary Teacher Education

Hannah Milliken, Michelle J. Eady, Bonnie Amelia Dean
Copyright: © 2021 |Pages: 23
ISBN13: 9781799864400|ISBN10: 1799864405|ISBN13 Softcover: 9781799864417|EISBN13: 9781799864424
DOI: 10.4018/978-1-7998-6440-0.ch011
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MLA

Milliken, Hannah, et al. "Practices and Perspectives of First-Year WIL Activities: A Case Study of Primary Teacher Education." Applications of Work Integrated Learning Among Gen Z and Y Students, edited by Trevor Gerhardt and Paulette J. Annon, IGI Global, 2021, pp. 233-255. https://doi.org/10.4018/978-1-7998-6440-0.ch011

APA

Milliken, H., Eady, M. J., & Dean, B. A. (2021). Practices and Perspectives of First-Year WIL Activities: A Case Study of Primary Teacher Education. In T. Gerhardt & P. Annon (Eds.), Applications of Work Integrated Learning Among Gen Z and Y Students (pp. 233-255). IGI Global. https://doi.org/10.4018/978-1-7998-6440-0.ch011

Chicago

Milliken, Hannah, Michelle J. Eady, and Bonnie Amelia Dean. "Practices and Perspectives of First-Year WIL Activities: A Case Study of Primary Teacher Education." In Applications of Work Integrated Learning Among Gen Z and Y Students, edited by Trevor Gerhardt and Paulette J. Annon, 233-255. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6440-0.ch011

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Abstract

Work-integrated learning (WIL) experiences are in demand as higher education (HE) institutions endeavour to develop profession-ready graduates. However, Generation Z has reported a lack of preparedness and uncertainty entering the workforce. Designing WIL experiences across a degree engages these students in meaningful opportunities to apply theory to practice. Despite the support of degree-wide approaches, little is known about the prevalence of WIL opportunities within the first year of tertiary study. This chapter reports the findings from 10 interviews with first-year subject coordinators in the Bachelor of Primary Education (BPrimEd) degree, gaining insight into subject coordinators' roles and their perceived purpose of WIL in the first year of HE. Findings suggest subject coordinators recognise the value of and use WIL activities, yet a number of internal and external constraints also limit embedding WIL within first-year curricula. The research in this chapter is student-led and includes reflective insights from the lead student author.

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