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

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.

Key Terms in this Chapter

Primary Teacher Education: University training for teachers of primary school children aged approximately between 5-12 years old.

Work-Integrated Learning: A pedagogical approach engaging students in authentic work experiences with industry or community that supports students’ employability.

Non-Placement WIL: The broad term that describes class-based, virtual or remote activities that engage students in authentic experiences with expanding practices and notions of work.

Case Study: A situated study that collects information from specific individuals, groups or organisations in relation to a research question.

First Year Experience: The transition experienced by students entering higher education.