Skip to main content
placeholder image

Practices and perspectives of first-year WIL activities: A case study of primary teacher education

Chapter


Abstract


  • Work-integrated learning (WIL) experiences are in demand as higher education (HE) institutions en¬deavour to develop profession-ready graduates. However, Generation Z has reported a lack of prepared¬ness 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 embed¬ding WIL within first-year curricula. The research in this chapter is student-led and includes reflective insights from the lead student author.

Publication Date


  • 2021

Citation


  • Milliken, H., Eady, M. J., & Dean, B. A. (2021). Practices and perspectives of first-year WIL activities: A case study of primary teacher education. In Applications of Work Integrated Learning Among Gen Z and Y Students (pp. 233-255). doi:10.4018/978-1-7998-6440-0.ch011

International Standard Book Number (isbn) 13


  • 9781799864400

Scopus Eid


  • 2-s2.0-85128438061

Web Of Science Accession Number


Book Title


  • Applications of Work Integrated Learning Among Gen Z and Y Students

Start Page


  • 233

End Page


  • 255

Abstract


  • Work-integrated learning (WIL) experiences are in demand as higher education (HE) institutions en¬deavour to develop profession-ready graduates. However, Generation Z has reported a lack of prepared¬ness 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 embed¬ding WIL within first-year curricula. The research in this chapter is student-led and includes reflective insights from the lead student author.

Publication Date


  • 2021

Citation


  • Milliken, H., Eady, M. J., & Dean, B. A. (2021). Practices and perspectives of first-year WIL activities: A case study of primary teacher education. In Applications of Work Integrated Learning Among Gen Z and Y Students (pp. 233-255). doi:10.4018/978-1-7998-6440-0.ch011

International Standard Book Number (isbn) 13


  • 9781799864400

Scopus Eid


  • 2-s2.0-85128438061

Web Of Science Accession Number


Book Title


  • Applications of Work Integrated Learning Among Gen Z and Y Students

Start Page


  • 233

End Page


  • 255