Interprofessional practicum in the context of Finnish early childhood education and care

Kirjoittajat

  • Sanni Kahila Itä-Suomen yliopisto
  • Tiina Kuutti Itä-Suomen yliopisto
  • Juho Kahila Itä-Suomen yliopisto
  • Nina Sajaniemi Itä-Suomen yliopisto

DOI:

https://doi.org/10.58955/jecer.126208

Avainsanat:

Interprofessional practicum, interprofessional collaboration, early childhood education

Abstrakti

At present, interprofessional collaboration is the agenda for progression in the Finnish ECEC field. Supporting students' professional development toward interprofessional collaboration during the pre-service time is regarded as important. This study examined interprofessional practicum in ECEC centres and explored both students’ and mentors’ perceptions on it. Focus group discussions were analysed through content analysis. The results revealed that students and mentors perceived interprofessional practicum as important in terms of professional development. The most rewarding experiences were related to the students' joint assignment, the Topaasia game, and the students' peer support. The negative experiences were related to organisational issues that complicated the preparation for the practicum period and limited collaboration between students. For appropriate implementation, the interprofessional practicum still requires long-term progression. Based on students’ and mentors’ perceptions, recommendations for organising interprofessional practicum in ECEC centres are presented.

Lähdeviitteet

Act on Early Childhood Education and Care (540/2018). https://www.finlex.fi/fi/laki/ajantasa/2018/20180540

Almendingen, K., Molin, M., & Šaltytė Benth, J. (2021). Preparedness for interprofessional learning: An exploratory study among health, social care, and teacher education programs. Journal of Research in Interprofessional Practice and Education, 11(1), 1–11. https://doi.org/10.22230/jripe.2021v11n1a309

Ambrosetti, A., & Dekkers, J. (2010). The interconnectedness of the roles of mentors and mentees in pre-service teacher education mentoring relationships. Australian Journal of Teacher Education, 35(6), 42–55. https://doi.org/10.14221/ajte.2010v35n6.3

Anderson, E. M. (2013). Preparing the next generation of early childhood teachers: The emerging role of interprofessional education and collaboration in teacher education. Journal of Early Childhood Teacher Education, 34(1), 23–35. https://doi.org/10.1080/10901027.2013.758535

Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational researcher, 41(1), 16-25. https://doi.org/10.3102/0013189X11428813

Barr, H., Gray, R., Helme, M., Low, H., & Reeves, S. (2016). Steering the development of interprofessional education. Journal of Interprofessional Care, 30(5), 549–552. https://doi.org/10.1080/13561820.2016.1217686

Borg, E., & Drange, I. (2019). Interprofessional collaboration in school: Effects on teaching and learning. Improving Schools, 22(3), 251–266. https://doi.org/10.1177/1365480219864812

Bourne, J., & Winstone, N. (2021). Empowering students’ voices: The use of activity-oriented focus groups in higher education research. International Journal of Research and Method in Education, 44(4), 352–365. https://doi.org/10.1080/1743727X.2020.1777964

Buhse, M., & Ratta, D. (2017). Enhancing interprofessional education with team-based learning. Nurse Educator, 42(5), 240–244. https://doi.org/10.1097/nne.0000000000000370

Campbell-Barr, V. (2018). The silencing of the knowledge-base in early childhood education and care professionalism. International Journal of Early Years Education, 26(1), 75–89. https://doi.org/10.1080/09669760.2017.1414689

Carter, N., Bryant-Lukosius, D., Dicenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545–547. https://doi.org/10.1188/14.ONF.545-547

Cassidy, C., Winter, P., & Cumbia, S. (2020). An interprofessional early childhood training program: Speech-language pathology and music therapy student outcomes and reflections. Journal of Interprofessional Care, 34(6), 819–821. https://doi.org/10.1080/13561820.2019.1696761

Cervantes, S., & Öqvist, A. (2021). Preschool teachers and caregivers’ lack of repositioning in response to changed responsibilities in policy documents. Journal of Early Childhood Research, 19(3), 323–336. https://doi.org/10.1177/1476718X20969742

Chong, S., & Lu, T. (2019). Early childhood teachers’ perception of the professional self and in relation to early childhood communities. Australian Journal of Teacher Education, 44(7), 53–67. https://doi.org/10.14221/ajte.2019v44n7.4

D’Amour, D., Ferrada-Videla, M., San Martin Rodriguez, L., & Beaulieu, M. D. (2005). The conceptual basis for interprofessional collaboration: Core concepts and theoretical frameworks. Journal of Interprofessional Care, 19(SUPPL. 1), 116–131. https://doi.org/10.1080/13561820500082529

Davis, B. P., Clevenger, C. K., Posnock, S., Robertson, B. D., & Ander, D. S. (2015). Teaching the teachers: Faculty development in inter-professional education. Applied Nursing Research, 28(1), 31–35. https://doi.org/10.1016/j.apnr.2014.03.003

Devotta, K., Woodhall-Melnik, J., Pedersen, C., Wendaferew, A., Dowbor, T. P., Guilcher, S. J. T., Hamilton-Wright, S., Ferentzy, P., Hwang, S. W., & Matheson, F. I. (2016). Enriching qualitative research by engaging peer interviewers: A case study. Qualitative Research, 16(6), 661–680. https://doi.org/10.1177/1468794115626244

Dobbs-Oates, J., & Wachter Morris, C. (2016). The case for interprofessional education in teacher education and beyond. Journal of Education for Teaching, 42(1), 50–65. https://doi.org/10.1080/02607476.2015.1131363

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107–115. https://doi.org/10.1111/j.1365-2648.2007.04569.x

Floyd, A., & Morrison, M. (2014). Exploring identities and cultures in inter-professional education and collaborative professional practice. Studies in Continuing Education, 36(1), 38–53. https://doi.org/10.1080/0158037X.2013.783472

Fox, L., Onders, R., Hermansen-Kobulnicky, C. J., Nguyen, T.-N., Myran, L., Linn, B., & Hornecker, J. (2018). Teaching interprofessional teamwork skills to health professional students: A scoping review. Journal of Interprofessional Care, 32(2), 127–135. https://doi.org/10.1080/13561820.2017.1399868

Freidson, E. (2001). Professionalism. The third logic. Cambridge: Polity Press.

Hannula, O., & Harviainen, J. T. (2018). User perceptions of design games as settings for organizational learning: Case Topaasia, ServDes2018, (June), 427–439. http://urn.fi/URN:NBN:fi:aalto-201902252003

Harwood, D., Klopper, A., Osanyin, A., & Vanderlee, M. L. (2013). ‘It’s more than care’: Early childhood educators’ concepts of professionalism. Early Years, 33(1), 4–17. https://doi.org/10.1080/09575146.2012.667394

Heikka, J., Kahila, S., Pitkäniemi, H., & Hujala, E. (2021). Teachers’ time for planning, assessment and development connected to staff well-being in early childhood education. In O. M. A. de la Rosa, L. M. V. Angulo & C. Giambrone (Eds.) Education in Childhood. IntechOpen. https://doi.org/10.5772/intechopen.99103

Heikka, J., Kahila, S., & Suhonen, K. (2022). Shadowing teachers as pedagogical leaders in early childhood education settings in Finland. Journal of Early Childhood Education Research, 11(2), 151–173.

Hordern, J. (2016). Knowledge, practice, and the shaping of early childhood professionalism. European Early Childhood Education Research Journal, 24(4), 508–520. https://doi.org/10.1080/1350293X.2014.975939

Hovland, C. A., Whitford, M., & Niederriter, J. (2018). Interprofessional education: Insights from a cohort of nursing students. Journal for Nurses in Professional Development, 34(4), 219–225. https://doi.org/10.1097/nnd.0000000000000466

Hwang, S. (2008). Utilizing qualitative data analysis software: A review of Atlas.ti. Social Science Computer Review, 26(4), 519–527. https://doi.org/10.1177/0894439307312485

Hämäläinen, R. P., Kumpulainen, K. R., Harviainen, J. T., & Saarinen, E. (2022). Design gaming for learning systems intelligence in socio-emotional systems. Systems Research and Behavioral Science, 39(1), 163–167. https://doi.org/10.1002/sres.2750

Johnston, D. H., & Dewhurst, Y. (2021). A study of student teachers’ experiences of belonging on teaching practice. International Journal of Educational Research, 108(March), 101780. https://doi.org/10.1016/j.ijer.2021.101780

Kaarby, K. M. E., & Lindboe, I. M. (2016). The workplace as learning environment in early childhood teacher education: An investigation of work-based education. Higher Education Pedagogies, 1(1), 106–120. https://doi.org/10.1080/23752696.2015.1134207

Kahila, S., Kuutti, T., Heikka, J., & Sajaniemi, N. (2023a). Students’ discourses on interprofessional collaboration in the context of Finnish early childhood education. Learning, Culture and Social Interaction, 41, 100736. https://doi.org/10.1016/j.lcsi.2023.100736

Kahila, S., Kuutti, T., Kahila, J., & Sajaniemi, N. (2023b). The significance of practicum work communities for students’ professional development – Perceptions of Finnish ECE teacher students. Journal of Early Childhood Teacher Education, 1–18. https://doi.org/10.1080/10901027.2023.2223145

Kangas, J., & Ukkonen-Mikkola, T. (2019). Multi-voiced development in Finnish early childhood education practices. International Journal of Learning, Teaching and Educational Research, 18(11), 1–17. https://doi.org/10.26803/ijlter.18.11.1

Karila, K. (2012). A Nordic perspective on early childhood education and care policy. European Journal of Education, 47(4), 584–595. https://doi.org/10.1111/ejed.12007

Karila, K., & Kinos, J. (2012). Acting as professional in a Finnish early childhood education context. In L. Miller, C. Dalli & M. Urban (Eds.), Early childhood grows up: Towards a critical ecology of the profession (pp. 55–69). London, UK: Springer.

Karila, K., Kosonen, T., & Järvenkallas, S. (2017). Varhaiskasvatuksen kehittämisen tiekartta vuosille 2017–2030. Suuntaviivat varhaiskasvatukseen osallistumisasteen nostamiseen sekä päiväkotien henkilöstön osaamisen, henkilöstörakenteen ja koulutuksen kehittämiseen. Opetus- ja kulttuuriministeriön julkaisuja 2017: 30. http://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/80221/okm30.pdf

Keary, A., Babaeff, R., Clarke, S., & Garnier, K. (2020). Sedimented professional identities: Early childhood education pre-service teachers. Teachers and Teaching: Theory and Practice, 26(3–4), 264–279. https://doi.org/10.1080/13540602.2020.1823829

Lakkala, S., Turunen, T.A., Kangas, H., Pulju, M., Kuukasjärvi, U., & Autti, H. (2017). Learning inter-professional teamwork during university studies: A case study of student-teachers’ and social work students’ shared professional experiences. Journal of Education for Teaching, 43(4), 414–426. https://doi.org/10.1080/02607476.2017.1342051

LaParo, K. M., & Siskind, D. (2022). Practicum student perceptions of major constructs of ECE classroom-based field experiences: Relationships, fit, learning, efficacy, and satisfaction. Journal of Early Childhood Teacher Education, 43(3), 450–473. https://doi.org/10.1080/10901027.2022.2054033

Lincoln, Y. S., & Guba, E. G. (2000). The only generalization: There is no generalization. In R. Gomm, M. Hammersley & P. Foster (Eds.), Case study method key issues, key texts (pp. 27–44). SAGE.

Mena, J., Hennissen, P., & Loughran, J. (2017). Developing pre-service teachers’ professional knowledge of teaching: The influence of mentoring. Teaching and Teacher Education, 66, 47–59. https://doi.org/10.1016/j.tate.2017.03.024

Ministry of Education and Culture (2021). Programme for Developing Education and Training Provision and Programmes in Early Childhood Education and Care 2021–2030. http://urn.fi/URN:ISBN:978-952-263-876-2 202

Nancarrow, S., Booth, A., Ariss, S., Smith, T., Enderby, P., & Alison, R. (2013). Ten principles of good interdisciplinary team work. Human resources for health, 11(19), 1–11. https://doi.org/10.1186/1478-4491-11-19

Nikander, P. (2012). Interviews as discourse data. The SAGE Handbook of Interview Research: The Complexity of the Craft, 397–414. https://doi.org/10.4135/9781452218403.n28

Onnismaa, E.-L., Tahkokallio, L., Reunamo, J., & Lipponen, L. (2017). Ammatin induktiovaiheessa olevien lastentarhanopettajan tehtävissä toimivien arvioita työnkuvastaan, osaamisestaan ja työn kuormittavuudesta. Journal of Early Childhood Education Research, 6(2), 188–206.

Ormel, B. J. B., Pareja Roblin, N. N., McKenney, S. E., Voogt, J. M., & Pieters, J. M. (2012). Research-practice interactions as reported in recent design studies: Still promising, still hazy. Educational Technology Research and Development, 60(6), 967–986. https://doi.org/10.1007/s11423-012-9261-6

Peltoperä, K., Vehkakoski, T., Turja, L., & Laakso, M.-L. (2020). Pedagogy-related tensions in flexibly scheduled early childhood education and care. International Journal of Early Years Education, 1–16. https://doi.org/10.1080/09669760.2020.1778449

Puroila, A. M., Kupila, P., & Pekkarinen, A. (2021). Multiple facets of supervision: Cooperative teachers’ views of supervision in early childhood teacher education practicums. Teaching and Teacher Education, 105, 103413. https://doi.org/10.1016/j.tate.2021.103413

Rose, J., & Norwich, B. (2014). Collective commitment and collective efficacy: a theoretical model for understanding the motivational dynamics of dilemma resolution in inter-professional work. Cambridge Journal of Education, 44(1), 59–74. https://doi.org/10.1080/0305764X.2013.855169

Sanko, J., Mckay, M., Shekther, I., Motola, I., & Birnbacj, D. J. (2020). What participants learn, with, from and about each other during inter-professional education encounters: A qualitative analysis. Nurse Education Today, 88, 104386. https://doi.org/10.1016/j.nedt.2020.104386

Semple, L., & Currie, G. (2022). “It opened up a whole new world”: An innovative interprofessional learning activity for students caring for children and families. International Journal of Educational Research Open, 3, 100106. https://doi.org/10.1016/j.ijedro.2021.100106

Shaffer, L. S. (2018). Training early childhood professionals using an interprofessional practice field experience. Journal of Interprofessional Education and Practice, 10, 47–50. https://doi.org/10.1016/j.xjep.2017.12.002

Shrader, S., Kern, D., Zoller, J., & Blue, A. (2013). Interprofessional teamwork skills as predictors of clinical outcomes in a simulated healthcare settings. Journal of Allied Health, 41(1), e1–e6.

Steinnes, G. S. (2014). Common sense or professional qualifications? Division of labour in kindergartens. European Early Childhood Education Research Journal, 22(4), 478–495. https://doi.org/10.1080/1350293X.2014.947831

Ukkonen-Mikkola, T., Ek, T., Piiroinen, R., Lehtinen, E., Berg, A., Sviili, E., & Liinamaa, T. (2021). Relationaalisen asiantuntijuuden rakentuminen varhaiskasvatuksen opettajankoulutuksen ohjatun harjoittelun diskursseissa. Journal of Early Childhood Education Research, 10(3), 182–207.

Ukkonen-Mikkola, T., Yliniemi, R., & Wallin, O. (2020). Varhaiskasvatuksen työ muuttuu – muuttuuko asiantuntijuus? Työelämän tutkimus, 18(4), 323–339. https://doi.org/10.37455/tt.89217

Vartuli, S., Snider, K., & Holley, M. (2016). Making it real: A practice-based early childhood teacher education program. Early Childhood Education Journal, 44(5), 503–514. https://doi.org/10.1007/s10643-015-0733-2

Wong, S., & Press, F. (2017). Interprofessional work in early childhood education and care services to support children with additional needs: Two approaches. Australian Journal of Learning Difficulties, 22(1), 49–56. https://doi.org/10.1080/19404158.2017.1322994

Äikäs, A., Mönkkönen, K., Issakainen, M., Kekoni, T., Karkkola, P., & Kasanen, K. (2020). Moniammatillinen opiskelu verkossa yliopisto-opiskelijoiden kokemana. Aikuiskasvatus, 40(2), 112–126. https://doi.org/10.33336/aik.95451

Äikäs, A., Pesonen, H., Heiskanen, N., Syrjämäki, M., Aavikko, L., & Viljamaa, E. (2022). Approaches to collaboration and support in early childhood education and care in Finland: Professionals’ narratives. European Journal of Special Needs Education, 1–15. https://doi.org/10.1080/08856257.2022.2127081

Tiedostolataukset

Julkaistu

2023-09-18

Numero

Osasto

Vertaisarvioidut artikkelit