ERIC Number: EJ1413055
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1836-9391
EISSN: EISSN-0312-5033
Initiatives Supporting Student Retention in Early Childhood Teacher Education Qualifications
Leanne Gibbs; Kelly Linden; Sarah Teakel; Elissa Dell
Australasian Journal of Early Childhood, v49 n1 p17-31 2024
This paper describes a case study using quantitative and qualitative approaches to investigate student engagement and retention within an online early childhood teacher education program at a regional Australian university. Two key interventions, the identification and support of disengaged students and the Embedded Tutors Program are described and examined. Initial findings on these retention initiatives, developed to support Early Childhood Education undergraduates studying in the online environment, are presented. Additionally, discussion of the findings through the theory of practice architectures highlights the practices and institutional arrangements that create the conditions to support student retention. This study is significant in planning for Early Childhood Education workforce quality and supply. It may offer guidance to institutions for their retention practices with early childhood teacher undergraduates studying in the online environment.
Descriptors: Foreign Countries, Early Childhood Education, Preservice Teachers, College Freshmen, Learner Engagement, School Holding Power, Intervention, Distance Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A