Title

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

Publication Name

Applications of Work Integrated Learning Among Gen Z and Y Students

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.

Open Access Status

This publication is not available as open access

First Page

233

Last Page

255

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Link to publisher version (DOI)

http://dx.doi.org/10.4018/978-1-7998-6440-0.ch011