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    What is the impact of University work-based learning for early year's practitioners in Norway and England? Examples of processes, outcomes and impact from the undertaking of work-based projects

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    Authors
    Atkins, Liz
    Furu, Anne
    Heslop, Kay
    Kaarby, Karen Marie
    Lindboe, Inger Marie
    Mpofu-Currie, Lucy
    Affiliation
    Northumbria University
    Issue Date
    01/02/2018
    
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    Abstract
    This paper is focused on partnership work between academics in Norway and England involved in the teaching of university and work-based learning programmes. Initiated four years ago, the collaboration has developed into a community of practice involving a range of shared activities. These activities include academic and student exchanges, nursery visits, seminars and workshops, which culminate in a joint conference presentation. This paper explores the cultural and curricula differences between the two programmes, and considers how these impact on the individual practitioners undertaking them and on the settings in which they work. The data draws on four students' experiences to exemplify learning in a work-based context. Ethical issues were addressed in a manner consistent with the British Education Research Association (BERA) (2011) guidelines for educational research, and the study utilised theoretical frameworks that drew on concepts of work-based learning (e.g. Colley et al., 2003). Findings suggest that, despite the significant differences in culture and curricula approach, both programmes appear to enhance the practice of practitioners in early years. Key impacts of the programme included evidence of personal change and professional development (Mpofu-Currie, 2015), which were reflective of democratic rather than instrumental notions of professionalism (Atkins and Tummons, 2017). There was also evidence of significant gains in knowledge, manifested through improved pedagogy and more meaningful engagement with the children in each setting. This work demonstrates the benefits of knowledge exchange and dialogue to promote cross-cultural learning experiences. The authors hope that it will inform the development of innovative work-based learning programmes and wider policy in relation to work-based learning, as well as knowledge transfer between Norway and England.
    Citation
    Furu, A., Heslop, K., Kaarby, K.M.E., Lindboe, I.M., Mpofu-Currie, L. and Atkins, L., (2018). 'What is the impact of university work-based learning for early year's practitioners in Norway and England? Examples of processes, outcomes and impact from the undertaking of work-based projects'. Widening Participation and Lifelong Learning, 20(2), pp.28-50. DOI: 10.5456/WPLL.20.2.28.
    Publisher
    Open University
    Journal
    Widening Participation and Lifelong Learning
    URI
    http://hdl.handle.net/10545/623896
    DOI
    10.5456/WPLL.20.2.28
    Additional Links
    https://www.ingentaconnect.com/content/openu/jwpll/2018/00000020/00000002/art00003
    Type
    Article
    Language
    en
    ISSN
    14666529
    EISSN
    20452713
    ae974a485f413a2113503eed53cd6c53
    10.5456/WPLL.20.2.28
    Scopus Count
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    Institute of Education Research Collection

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