Mature ECEC Student Teachers’ Perceived Professional Agency during Work Placements

59 © 2018 The author and IJLTER.ORG. All rights reserved. International Journal of Learning, Teaching and Educational Research Vol. 17, No. 7, pp. 59-79, July 2018 https://doi.org/10.26803/ijlter.17.7.4 Mature ECEC Student Teachers‟ Perceived Professional Agency during Work Placements Tuulikki Ukkonen-Mikkola University of Tampere Tampere, Finland Abstract. This study examines the professional agency (PA) of mature students during accelerated early childhood teacher training at a Finnish university, with a particular focus on how the students perceived PA during work placements. It further examines the supporting and preventing factors affecting the students‟ sense of agency. Data were analysed using thematic content analysis. The findings show that PA was perceived to be greater during the third placement than during the first. After the third placement and in the practice at the end of their studies, the mature student teachers perceived PA in terms of daily pedagogical practices, community, and motivation. The factors supporting the mature student teachers‟ sense of PA were earlier qualifications and work experience, a confidential relationship with mentors, guidance practices, and reflection. The findings suggest that while work placements are useful learning environments for promoting the students‟ sense of PA, universities should nevertheless develop guidance practices and tools for mature students. Keywords: professional agency; early childhood education; teacher training; mature students; work placements Introduction This study examines mature students‟ experiences of an accelerated early childhood teacher-training programme at a Finnish university. In particular, this study focuses on how mature early childhood education and care (ECEC) student teachers perceive professional agency (PA) during work placements and examines the supporting and preventing factors affecting their sense of agency. This study concentrates on the first and third placements, outlining how PA was perceived and how it changed during these periods. By investigating these time points, we can recognise how the student teachers‟ sense of PA developed over the whole process of accelerated training. The subject is timely, because pedagogical work in ECEC has become more challenging. The increasingly complex daily situations and diversity among children and families require the continuous improvement and development of ECEC practices (Urban, 2008).PA is essential for developing work communities 60 © 2018 The author and IJLTER.ORG. All rights reserved. and changing working practices (Eteläpelto, Vähäsantanen, Hökkä, & Paloniemi, 2013; 2014). In addition, there has been little research on ECEC teachers and EC student teachers‟ sense of PA. People enter new professions in later life for many reasons. Some reasons are economic: for example, the fear of unemployment and very early retirement can be motivations to retrain. Another reason is job dissatisfaction: people may feel that their knowledge and skills are not being used sufficiently in their work, or they have problems in their work communities (McNair & Watts, 2014). The age at which one is defined as a mature student varies from country to country, and usually the minimum age is around 21 to 25 years (Ross et al., 2002). All the students who participated in the accelerated training described in this study were 25–47 years old. Theoretically, this study is based on the principles of PA. The latter refers to the practitioners‟ capacity to influence their work practices and professional identities. Studies of teachers‟ PA have shown it to involve negotiating and influencing core pedagogical practices, making decisions, and developing the teaching work (Eteläpelto, Vähäsantanen, & Hökkä, 2015). Furthermore, social aspects frame the teachers‟ PA in teaching communities (Eteläpelto et al.,2015; Lasky, 2005). Student teachers‟ sense of PA is strongly related to the other students and the wider community (Pyhältö, Pietarinen, & Soini, 2015; Väisänen et al., 2016; Soini, Pyhältö, & Pietarinen, 2015). Increasing understanding about PA is important, because several studies have shown that the teacher‟s PA enables the pupils to develop their own agency (Edwards, 2005; Lipponen & Kumpulainen, 2011). Therefore, if future teachers are “given an active role in their own studying, they will probably be more likely to promote agency in their future pupils” (Heikkilä, Lonka, Nieminen, & Niemivirta, 2012, p. 468). In addition, Lipponen & Kumpulainen (2011) highlight that the way student teachers develop a sense of PA during their studies is crucial to their future skills and abilities to operate as professional agents in their community. The remainder of this article is arranged as follows: the following section introduces the theoretical concepts of PA, the third section describes mature students as learners, and the fourth section introduces Finnish ECEC training, accelerated training, and placements as the context of the study. In the fifth section, the results are presented, and the discussion and conclusions follow in the sixth section. Professional agency in the teacher’s work and teacher training The aim of this study is to investigate how mature EC student teachers perceive professional agency (PA) during work placements. In this section, agency and PA are defined first in a general sense and then from the teachers‟ and the students‟ point of view. There has been little research on EC student teachers‟ PA. In the context of primary schools, by contrast, student teachers‟ perceived PA is well studied. 61 © 2018 The author and IJLTER.ORG. All rights reserved. Emirbayer and Mische (1998, p. 970) define agency as follows: Agency is the temporally constructed engagement by actors of different structural environments – the temporal relational contexts of action – which, through the interplay of habit, imagination, and judgment, both reproduces and transforms those structures in interactive response to the problems posed by changing historical situations. In particular, Emirbayer and Mische (1998) state that the life-course is important in the agentic process; actors reconstruct the temporal-relational contexts and transform their own values and themselves. PA is a resource for professional learning, and it can be recognised on both the collective and individual levels of the subject‟s work (Vähäsantanen et al.,2017). PA exists when the subject‟s agency is work-related and directed, and when the subject exerts, influences, makes choices, and affects his/her work and/or professional identity (Eteläpelto et al., 2013). Professional identity is constructed through social relationships, and feedback on the actions and it is intertwined with an agency (Edwards, 2015). Hence, a strong sense of PA can help the individual develop a more coherent and flexible identity as a teacher (Ketelaar et al., 2012; Soini et al., 2015). The teacher‟s PA is implemented within the classroom and school context in their teaching practices (Vähäsantanen, Saarinen, & Eteläpelto, 2009). PA “includes influencing and negotiating core pedagogical and instructional practices (including applying new ideas at work), making decisions on one‟s ways of teaching, and developing one‟s work‟ (Eteläpelto et al., 2009, p. 663). The social and material aspects frame the teachers‟ PA in their work. Aspects of this kind are the curriculum, professional norms, the tasks undertaken, and material resources (Lasky, 2005). A teacher‟s professional competence, interests, and work experience are connected to his/her PA (Vähäsantanen et al., 2009). Hence, PA consists of the teacher‟s motivational, attitudinal, and cognitive resources, in addition to abilities to organise learning in various professional contexts – for example, in the classroom with pupils, and in development work in the professional community. PA is constructed and re-constructed in relation to the object of the activity, the context, and prior learning experiences (Toom et al., 2017; Lipponen & Kumpulainen, 2011). When considering the student teacher‟s sense of PA, the same features can be recognised as when considering the PA of qualified teachers, but with different emphases. The student teachers‟ sense of PA has a social nature; it is strongly related to the other students and the community. The PA of students can be understood as an approach in which others are experienced as significant resources for learning while the students themselves contribute their personal potential in a collaborative and reciprocal learning process (Hakkarainen, 62 © 2018 The author and IJLTER.ORG. All rights reserved. Paavola, & Lipponen, 2004; Soini, Pyhältö, & Pietarinen,2010). This means that student teachers utilise feedback received from the other students and the teacher, solve problems together via discussions, support others, and are supported themselves (Pyhältö et al., 2015; Väisänen et al., 2016). The nature of the learning environment – in particular it‟s emotional and social features – is crucial for the student teachers‟ PA. A learning environment that promotes a feeling of belonging to a community and active participation supports the student teachers‟ PA (Lipponen & Kumpulainen, 2011). Furthermore, the student teachers‟ sense of PA includes an appreciation of collective efficacy and equality (Pyhältö et al., 2015; Soini et al., 2015; Väisänen et al., 2016). In addition to the social and communal nature of the student teachers‟ sense of PA, there are also intellectual, attitudinal, and behavioural features. These features consist of the motivation to learn, intentional actions for promoting school development, and beliefs regarding self-efficacy (Pietarinen et al., 2013; Pyhältö et al., 2015). In summary, it can be noted that there are several interpretations of PA. The central features of the teachers‟ PA are individual and collective development work, identity, and motivation. The student teachers‟ sense of PA in particular has a social nature. Student teachers are ready for reciprocal and communal learning processes with other students and teachers. As mentioned, PA is crucial in the teachers‟ work, and it is important to investigate how EC student teachers perceive their own sense of PA. Mature students as learners This study examines the perceived PA of mature students during work placements. Mature students are defined in this study as students over 25 years old participating in accelerated ECEC teacher training. The typical features of mature learning are described in this section. Several theories hold that mature learning is highly motivated, problem-centred, relevance-focused, goal-oriented, and self-directed (Knowles1980; 1992; Isenberg, 2007). The teacher‟s role in mature students‟ education is to be a facilitator and collaborator of knowledge (Merriam, 2001). Nelken (2009) notes that mature students‟ life experiences affect their learning; they are not „blank slates‟. Mature students‟ cognitive structures and meaning systems direct their understanding of reality (Mezirow, 2000). Mature learners are active agents in the planning and implementation of their learning, and they value learning based on problem-solving (Knowles, 1980). Transformation is also a part of mature learning. Transformations happen when long-standing beliefs and conceptions are challenged. According to Mezirow (2009, p. 22), “transformative learning transforms problematic frames of reference to make [the student] more inclusive, discriminating, reflective, open, and emotionally able to change.” Consequently, mature learners can develop the way they think 63 © 2018 The author and IJLTER.ORG. All rights reserved. about learning and knowledge, and their epistemological belief can grow from absolute knowledge to active knowledge construction (Peeters et al., 2014). In addition, critical reflection is an essential part of mature students‟ learning. Critical reflection can be defined as “active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further conclusion to which it tends.”(Dewey, 1993, p. 9). Brookfield (1986) points out that critical thinking is part of personal development and learning. It involves exploring alternatives, challenging assumptions, and developing reflective practices. Mature students have differing motivations to study to become a teacher. The extrinsic motives include the numerous employment and career opportunities. The intrinsic motives include a personal interest in teaching and professional development, and a desire to share knowledge, work with children, and improve children‟s lives (Spear, Gould, & Lee, 2000). Ross et al. (2002) state that mature students in higher education have different expectations and needs, and they face various challenges compared to younger students. Mature learners may require support to construct their identity as higher education students, since they do not necessarily have a realistic conception of their studies. They may have had several failures in their studies in the past, so they need encouragement and study guidance. Finnish ECEC teacher training and work placements as the context of the study I investigate mature students‟ experiences of their accelerated university studies, especially how they perceive their PA during work placements. In particular, I concentrate on the first and third placements, which are at the beginning and the end of their studies. The first practice period was in the October of the mature students‟ first year. The third period was in the October of their second year. It is therefore possible to find out how the mature student teachers‟ sense of PA changed over the entire accelerated training programme. In this section, I describe Finnish ECEC teacher training, accelerated training, and the principles and practices of the work placement as the context of the study. In Finland, ECEC teachers study either to bachelor‟s or master‟s degree-level at a university, or to bachelor‟s degree-level at a university of applied science (polytechnic). The programme at universities consists of theory courses and work placements. The theory courses comprise professional early childhood and preschool education studies (60 credits), basic and intermediate studies in education (75 credits), and free choice studies (25 credits). Students also take studies that provide general learning skills, such as orientation and language studies (20 credits). The research-based training involves approaches to childhood, developmental psychology, general psychology, pedagogy, sociology, play, and the arts. The methods of training include seminars, lectures, and small group exercises. The placements are an essential part of the teachers‟ training. 64 © 2018 The author and IJLTER.ORG. All rights reserved. The mature students took part in an accelerated training programme, which enables them to graduate with an educational sciences bachelor‟s degree in 1½–2 years. This full-time programme was funded by special financing from the Finnish Ministry of Education and Culture, and the aim of the programme is to prevent a shortage of ECEC teachers. Most of these mature students had earlier qualifications and work experience. In this programme, the students can complete the early childhood and preschool education studies (60 credits) in 18 months. Most of the students had already completed the basic studies in education (25 credits), free choice studies (25 credits), and language studies (20 credits) in their earlier studies. Every student formulated a personal study plan at the beginning of the programme. Placements are crucial for enabling students to develop their professionalism and expertise in ECEC work (Ukkonen-Mikkola & Turtiainen, 2016). Learning in the workplace is a pedagogical strategy that can be described as a bridge between practice and theory (Coll & Zegwaard, 2011). For many students, the placements are the first experience of the profession, and students learn the real demands of the profession (Maynes et al., 2015; Pendergast, Garvis, & Keogh, 2011). Workplaces offer authentic learning opportunities: students learn to work in teams, for example, and they have the opportunity to try out professional roles (Higgs, 2012). At the university, the placements are systematic, target-oriented, and instructed by a mentor (an ECEC teacher in the field) and a tutor (an instructor or lecturer from the university). Mentors work at the university‟s ECEC network preschools and are trained in their mentoring roles (Kupila, Ukkonen-Mikkola & Rantalainen, 2017). The placements are not understood as the final stage of the studies, and therefore they are integrated immediately into study modules from the first year of studies. The placements also offer the mentors and tutors the chance to reflect and develop their own professional skills in ECEC (UkkonenMikkola & Turtiainen, 2016). Each placement has the same three-phase structure (see Figure 1). At the university, students work in groups, and each group has its own tutor (a teacher from the university). Before the actual placement is the preparation phase, during which places at ECEC centres are selected, and the mentors are informed and invited to the university to meet the students and tutors. During the placements, students do reflective tasks – for example, writing descriptions of the learning environments and planning, implementing, and evaluating their pedagogical work with children. In addition, the student group has a reflective meeting in the middle of the placement, and the tutor makes a guidance visit to the ECEC centre. After the placement, the students evaluate and reflect on their learning experiences and practices in discussions (in small groups and in one-toone discussions with the tutor) and via written assessment forms. Moodle, an elearning platform, is used in the guidance (Ukkonen-Mikkola & Turtiainen, 2016). 65 © 2018 The author and IJLTER.ORG. All rights reserved. Figure 1. The structure of the work placements process During the bachelor‟s studies, there are three placements with different aims and tasks (see Figure 2). The first placement (4 credits) focuses on observing the children and the learning environment. In addition, the learning objectives include the ethics and professional identity of the ECEC teacher. The second placement (5 credits) concentrates on the curriculum work and the pedagogy of ECEC. The last placement (6 credits) concentrates on the holistic responsibility of the ECEC teachers‟ pedagogical work, including cooperation and interaction with the children‟s parents and the ECEC centre‟s multi-professional team. During the third period, ECEC teacher students also organise the development process at the ECEC centres. This study investigates the first and third placement periods. Earlier studies show that work placements have played an important role in developing students‟ professionalism and PA (Pendergast et al., 2011; UkkonenMikkola & Turtiainen, 2016; Turnbull, 2005). Placements are essential learning sites for the students‟ later professional development, and the process of acquiring expertise can begin in the course of these practical periods (Hagger et al., 2008). During this early period, the construction of professional identity and growth into the future role as a teacher begins (Kupila et al., 2013; UkkonenMikkola & Turtiainen, 2016). Students highlight the role of the mentor in supporting their learning during the placements. Hence, it is important that the placements are guided by motivated and trained mentors (Leshem, 2012; Kupila, Ukkonen-Mikkola, & Rantalainen, 2017; Ukkonen-Mikkola & Turtiainen, 2016). In addition, Turnbull (2005) has highlighted the importance of the mentoring teachers and a welcoming learning environment in supporting the students‟ PA. Furthermore, continuous professional development for mentoring teachers is important to ensure they are capable of instructing the students. Preparing for the placement -students select the ECEC centres -the mentors are contacted (invited to the university and given the guidebook concerning the aims, contents, and practices) -the student, mentor, and tutor meet at the university, and discuss and sign the work placement agreement Placement at the ECEC centre -work at the ECEC centre -reflective written tasks (returned to the tutor via the Moodle platform) -reflection at the university (in small groups and with the tutor) -tutors make a guidance visit to the ECEC centre Evaluation of and reflection on the placement -evaluation and reflection discussions and written assessment forms -reflective discussion (in small groups and with the tutor) -feedback on the placement practices and content (student, mentor, and tutor) 66 © 2018 The author and IJLTER.ORG. All rights reserved. Figure 2. Objectives and tasks of the work placements. Kaldi (2009) states that mature student teachers can experience feelings of insecurity and conflict at the beginning of placements. Combining theory with practice, general classroom management, presentation, and discipline issues were all considered challenging. Nevertheless, work experience and discussions with other mature students have supported the students in resolving these problems. Despite these challenges at the beginning, mature student teachers 1. Childhood and Early Education in Different Settings and Environments (4 credits) implemented in a pair in groups of 1-3-year-old and 3-5year-old children. Learning objectives -identify the characteristics of the groups of different-aged children -be aware of the core tasks of public ECE institutions -recognise the importance of observation in pedagogical work - guide an individual child and small groups of children -understand the ethical responsibility of the ECE teacher Learning tasks -observe and become familiar with the activities of the child group -observe, plan, steer, and evaluate daily basic care situations -participate in the reading circle 2. Pedagogy of Early Childhood Education (5 credits) implemented in preschool groups of 6-year-old children Learning objectives -understand the child's learning environment and the significance of the child's learning -observe, plan, implement, and evaluate the pedagogy of ECE -know the curriculum at different levels (country, municipality, unit, group) -know the forms of activity at the elementary school and understand preschoolelementary school cooperation and continuity -understand the ECE teacher's professional ethical responsibility Learning tasks -plan themes -observe and plan the children's play -plan, implement, and reflect on the ECE pedagogical activity -participate in the reading circle 3. Advancing Expertise in Early Childhood Education (6 credits) implemented in goups of 3-5-year-old children Learning objectives -plan, implement, and evaluate the ECEC activities -reflect on learning perceptions -understand the ECEC centre as a work community and understand the teacher's role in developing the community -plan and implement a pedagogical development project -understand the ECE teacher's ethical responsibility Learning tasks -describe the working environment -plan, implement, and evaluate the children's pedagogical activities with the ECE team (20 days). Take complete responsibility -participate in the reading circle -plan, implement, and reflect on the pedagogical development process 67 © 2018 The author and IJLTER.ORG. All rights reserved. quickly gain confidence during the placements, and they are even ready to cope with the difficulties they encounter with pupils. Research questions and methods This qualitative study focused on mature students‟ experiences of an accelerated ECEC teacher-training programme. In particular, the purpose of this study was to find out how mature ECEC student teachers perceive PA during work placements. In addition, this study examined the supporting and preventing factors affecting mature student teachers sense of agency. The study was implemented during accelerated ECEC teacher training at a Finnish university. Research questions The research questions are summarised as follows: 1. How do mature EC student teachers perceive their professional agency during their first and third placements? 2. What are the supporting and preventing factors affecting the student‟s sense of agency during the first and third placements? Data collection The data were collected from seven mature students participating in the accelerated ECEC teacher-training programme. The age of the mature students varied from 25 years to 47 years. Five of these students had earlier work experience. The educational background of the informants was varied – it included vocational, polytechnic, and university qualifications. Two of the informants had qualifications and experience in ECEC work (Anna and Laura). Three of the informants (Sarah, Helen, and Jenny) had qualifications and work experience from other careers. In the research group, two students had completed upper high school (Sofia and Jane) and had some educational studies and work experience. The informants worked together in a small group during the work placement process (see Figure 1). The data consist of narrative writings (n=14), portfolios (n=7), pedagogical diaries (n=7), a focus group interview, and individual interviews (n=5). The first set of narrative writings (n=7) and portfolios (n=7) were collected after the first placement, and the second set of narrative writings (n=7) and pedagogical diaries (n=7) were collected after the third placement. The writing sessions were part of the reflective practices after the placements (see Figure1). The interviews were recorded and transcribed verbatim. The various data revealed versatile approaches to the sense of PA. In the portfolios (54 pages) and diaries (83 pages), the students described and reflected on the ECEC communities and their own pedagogical practices. In the narrative writings, students reflected on their experiences of the placement and their relationship with their mentors (24 pages). The question topic of the narrative writings was „How did you experience the work placement as a mature student?‟ The purpose of the focus group interview was to establish common meaning-making regarding the differences between the first and third placements (6 pages). The questions were „Was your relationship with your 74 © 2018 The author and IJLTER.ORG. All rights reserved. studies by Pyhältö et al. (2015), Väisänen et al. (2016), and Soini et al. (2015). Lipponen and Kumpulainen (2011) also highlight the importance of the community in terms of students‟ sense of PA. In addition, the mature students were critical when observing the pedagogical practices of ECEC teachers: this critical thinking and exploration of alternatives is characteristic of mature learning (Brookfield, 1986). Influencing one‟s work and making choices are also a part of PA (Eteläpelto et al., 2013). The students considered the work placements essential for the development of their professional identity, even if the experiences of the ECEC teachers‟ identities were contradictory. This finding can be related to the general diversity of the ECEC centres‟ multi-professional working cultures (see Karila & Kinos, 2012; Urban, 2008). Especially at the end of the ECEC studies, the students were motivated, and motivation is typical of mature students‟ learning (see Knowles 1980, 1992). Pyhältö et al. (2015) concur that student teachers‟ PA involves the motivation to learn. According to the findings, the mature students‟ earlier qualifications and work experience had a significant effect on their sense of PA. Especially at the beginning of the studies, the previous qualifications and work experience even restricted the students‟ sense of PA. The result confirms Nelken‟s (2009) idea that mature students are not „blank slates‟; previous life experiences affect their learning. In particular, Emirbayer and Mische (1998) emphasise the importance of the life-course in the agentic process. The differences between those with previous ECEC experience and those who had none seemed to decrease during the final placement. Transformative learning occurred between these placements, which means the students‟ beliefs and conceptions were able to change (see Mezirow, 2009). A successful mentoring relationship was considered an important resource to support the students‟ sense of PA during both placements (see UkkonenMikkola & Turtiainen, 2016). The mentoring relationship changed during the studies, and on the third placement, the students sought out more philosophical and principled discussions. Some mature students found the age difference problematic; they reported that they did not get enough guidance because they were older than their mentors. Turnbull (2005) points out that students should be understood as future professional colleagues; they should be provided with feedback and have meaningful working relationships with the mentor and other staff. Ross et al. (2002) add that mature students need support and guidance because they may have experienced failure in their past studies. The guidance practices and tools were regarded as supportive, particularly at the beginning of the studies. However, when the students had more expertise, they found the guidance practices and tools restrictive. Mature students can require more freedom and opportunities for self-direction and active learning based on problem-solving (see Knowles, 1980). Reflective practices were considered a resource supporting the development of PA during both placements. Brookfield (1986) found that mature students have strong reflection 75 © 2018 The author and IJLTER.ORG. All rights reserved. skills. In the earlier studies, reflection with the other students in particular was found to support the students‟ sense of PA (Pyhältö et al., 2015; Lipponen & Kumpulainen, 2011). Conclusions This study revealed that work placements are important for the students‟ sense of PA. As a pedagogical method, the placements mainly supported the mature students‟ motivational and reflective style of learning. PA and identity are intertwined (see Edwards, 2017). This study indicated, that the unclear identity of ECEC teachers and the whole ECEC workforce is challenging in work communities. Ambiguity concerning the identities and working focus of the ECEC professionals could be discussed and clarified in co-operation with the ECEC researchers, teachers, professionals and administrators. This would help to identify and enable the PA of all ECEC professionals. The findings of this study showed, that mature students are ready to take more responsibility for their learning during the third placement. The findings also indicated, that even though mature students are experienced and skilled they nevertheless need a lot of support and encouragement. These are significant findings for the university, and it raises the challenge of developing practices for the mature students‟ placements. It should be possible to take into account the mature students‟ individual life-course, needs, and strengths when planning the placement process. In many countries, including Finland, numerous regulatory and pedagogical reforms have been undertaken to develop ECEC practices (see Miller & Cable, 2008). In this changing context, it is remarkable that the ECEC teachers have professional agency – for example, the ability to develop their own professional practices and the ECEC community as a whole. In addition, through teachers PA it is possible to enhance children‟s participation and agency. (see Edwards, 2005; Lipponen & Kumpulainen, 2011). At the moment, there is a lack of qualified ECEC teachers in several countries, also in Finland. It is in both the students‟ and the field‟s interests that experienced and motivated mature students graduate and are employed at ECEC centres. These positive experiences of teachers‟ employment encourage universities to offer accelerated trainings to ECEC teachers and also in other academic fields. These ideas align the consideration of learning as a lifelong process, which emphasizes the possibilities to learn new competencies, skills and knowledge over the life course (see Quedler & Lamb, 2016). There are some limitations concerning the validity of this study. The informant group was limited, with only seven mature students‟ experiences being investigated. In addition, the variables related to the mature students‟ life-course and personal lives may have affected the experiences of the work placements and hence their sense of PA. Furthermore, the data were collected during their 76 © 2018 The author and IJLTER.ORG. All rights reserved. studies at the university. The informants and researchers‟ relationship can affect the objectivity and validity of the study (see Atkins & Wallace, 2012). In further studies, it would be interesting to investigate how the qualified mature students experience their PA as novice ECEC teachers. 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