The significance of practicum work communities for students’ professional development – Perceptions of Finnish ECE teacher students

ABSTRACT

Practicums as part of teacher education are important for teacher students’ professional development. Co-operative teachers support students’ learning during practicums, but in the early childhood education (ECE) context the work community of the ECE center is also seen as an essential part of the practicum environment. This study investigated ECE teacher students’ perceptions of the practicum work community’s significance for their professional development. The data were collected by focus group interviews (N = 8) involving teacher students (N = 20) during their final practicum period. The data were analyzed by using qualitative content analysis. The results revealed that students perceived the work community as an environment for their learning and well-being, and as an enabler of students’ participation and agency, as well as a form of support for mentoring. These factors were seen to influence the students’ perception of an ECE teacher’s profession and the versatility of students’ opportunities to practice the skills expected of an ECE teacher. In addition, these factors were considered important for building confidence in professional competence and commitment to the ECE field. The results highlight the importance of improving practicum work communities’ functioning, interaction atmosphere, and understanding on their significance in practicum in supporting student teachers’ professional development.

KEYWORDS:

• Professional development
• practicum
• teacher student
• early childhood education
• work community

Introduction

In many countries around the world, the field of early childhood education (ECE) has undergone several reforms in the last decade which have set new expectations for ECE professionals’ professional development (see Cervantes & Öqvist, 2021; Keary, Babaeff, Clarke, & Garnier, 2020; Mowrey, 2020). In Finland, an ongoing aim for improvement is to clarify the expertise and competence of ECE professionals with various qualifications and strengthen interprofessional teamwork, which harnesses the differentiated competence of each ECE professional for building high-quality ECE (Ministry of Education and Culture, 2021; Ukkonen-Mikkola, Yliniemi, & Wallin, 2020). For achieving these goals, it is seen as momentous to enhance ECE education and training programs that promote students’ competence to meet the responsibilities expected of their future profession.

In terms of professional development, practicums completed in working life play a crucial role as part of teacher studies (e.g., La Paro, Van Schagen, King, & Lippard, 2018; Mena, Hennissen, & Loughran, 2017). Practicum experiences of being a teacher and a member of the work community significantly promote teacher students’ perceptions of their future profession as well as its significance in the overall picture of ECE work (Beers, 2018; Karila & Kupila, 2010; La Paro et al., 2018). Traditionally, practicums have been studied as a mentorship between a student and a cooperative teacher in the practicum place (e.g., Ambrosetti & Dekkers, 2010; Van Schagen Johnson, La Paro, & Crosby, 2017; Mena et al., 2017; Puroila, Kupila, & Pekkarinen, 2021). However, when examining ECE centers as practicum environments, it is important to be aware that the interaction between the student and the practicum work community is also a central part of the students’ learning environment (Johnston & Dewhurst, 2021; Kaarby & Lindboe, 2016; Kahila, Kuutti, Heikka, & Sajaniemi, 2023; La Paro et al., 2018).

There has been little research on ECE communities as practicum environments, and more knowledge on the work community’s role in teacher students’ professional development is needed (e.g., Kaarby & Lindboe, 2016). This study aims to fill this gap of knowledge by exploring what kind of factors related to the practicum work community do ECE teacher students from Finland perceive as important for their professional development, and how, according to students, these factors affect their development as ECE teachers. Students’ perceptions can be utilized in a critical examination and improvement of the practicums as well as mentoring.

Conceptual framework

The conceptual framework adopted consists of three theoretical perspectives. Firstly, the concepts of professional development and professional identity are reviewed. The second perspective draws from the research on practicums, especially in early childhood teacher education. The third perspective, in turn, reviews research related to the importance of ECE work communities in the practicum process. In addition to these theoretical perspectives, the Finnish ECE work communities are described.

Professional development and professional identity

The term “professional development” refers to a holistic process aimed at increasing profession-related expertise, skills, knowledge and understanding. It also includes extending self-knowledge and empowering agency and confidence in one’s own competence (e.g., Avalos, 2011; Bolam, 2002; Eteläpelto, Vähäsantanen, Hökkä, & Paloniemi, 2014). The concept of professional development is most often used in the context of the development of in-service professionals, although professional development is a process that starts before working life and continues throughout the working career (Fullan, 2007). This study focuses on professional development in the pre-service phase.

The construction of professional identity is considered an essential part of professional development (Beijaard, Meijer, & Verloop, 2004; Eteläpelto et al., 2014). Professional identity often refers to professionals’ individual understanding and definition of themselves as a member of the profession (Lasky, 2005), and it reflects in how professionals perform and engage in their profession (Schepens et al., 2009). The construction of professional identity is a complex process that is shaped by a variety of factors, including personal and professional experiences, beliefs, and values (Beuchamp & Thomas, 2009). In this study professional identity is approached as developing through the interaction with the social environment, such as communities in which individuals work and interact (Beijaard et al., 2004).

Practicums in early childhood teacher education

The importance of practicums as part of teacher education has been highlighted in several studies (see Matengu, Ylitapio-Mäntylä, & Puroila, 2021). The main aim of practicums is to promote teacher students’ professional development (La Paro et al., 2018; Mena et al., 2017). Alongside the mainly theoretically oriented campus-based studies, practicums provide students with opportunities to experience the reality of their future profession and connect their theoretical knowledge to educational praxis (Mena et al., 2017; Vartuli, Snider, & Holley, 2016). During practicums, students can use and develop their competencies in real-life situations under the supervision of experienced professionals (Vartuli et al., 2016). These experiences shape students’ understanding of ECE pedagogy, children’s learning and themselves as teachers (Beers, 2018; Karila & Kupila, 2010; La Paro et al., 2018). Further, these experiences can also be important for the transition to working life and attachment to the field (Kantonen, Onnismaa, Reunamo, & Tahkokallio, 2020; Watt et al., 2012).

In Finland, ECE teacher education programs consist of 180 credits. There are some differences between universities in how many practicums are included in studies and how practicums are conducted (see Puroila et al., 2021). Both municipal and private ECE settings serve as practicum placements. The cooperation between universities and working life is crucial for improving practicum environments in ECE centers (Ukkonen-Mikkola & Turtiainen, 2016).

Mentoring plays an important role in the process of teacher students’ practicums (Van Schagen Johnson et al., 2017; Kupila, Ukkonen-Mikkola, & Rantala, 2017; LaParo & Siskind, 2022; Puroila et al., 2021). In Finland, teacher students usually practice under the guidance of a cooperative teacher from the practicum place as well as a mentor teacher from the university. Collaboratively these cooperative teachers and mentor teachers ensure that students’ activities meet the goals of practical training, support students in reflecting on experiences and observations, and provide feedback that promotes students’ professional development (Van Schagen Johnson et al., 2017; La Paro et al., 2018; Puroila et al., 2021). Cooperative teachers also play an important role in familiarizing with community members and encouraging students to take part in collaboration (Liinamaa, 2014).

The mentoring relationship between student and cooperative teacher has a significant effect on how satisfied the student is with the practicum (Van Schagen Johnson et al., 2017). The cornerstone of building a good relationship is an atmosphere that promotes students’ courage to learn and practice (Van Schagen Johnson et al., 2017; Liinamaa, 2014). Students’ courage is strengthened by mutual familiarization and appreciation, as well as the feeling of togetherness between students and cooperative teachers as well as community members (Van Schagen Johnson et al., 2017; Johnston & Dewhurst, 2021; Liinamaa, 2014). The cooperative teachers’ commitment and motivation to the mentoring also engages and motivates students to act in a self-directed and active way (La Paro et al., 2018). At best, cooperative teachers also find the mentoring relationship rewarding and productive from the perspective of their own and their community’s professional development (Kupila et al., 2017; Liinamaa, 2014; Puroila et al., 2021).

ECE work communities as practicum environments

In the ECE context, practicing and mentoring take place in interaction and different forms of collaboration involving several ECE professionals (Johnston & Dewhurst, 2021; Kaarby & Lindboe, 2016; La Paro et al., 2018). The roles and responsibilities of cooperative teachers in practicum are multifaced and implemented alongside the ECE teachers’ basic tasks (Puroila et al., 2021), and findings of previous research show that cooperative teachers desire support from their team members for mentoring (Kupila et al., 2017; Liinamaa, 2014). From the cooperative teachers’ perspective, team members can contribute to the student’s learning process, e.g., by enabling the time needed for mentoring (Puroila et al., 2021).

In addition, the sharing of tasks and responsibilities contributes to student participation in teamwork (Liinamaa, 2014). By collaborating with community members, students practice teamwork and interaction skills needed in the teachers’ profession as well as construct understanding of the their future profession (Kahila et al., 2023; Karila & Kupila, 2010; Liinamaa, 2014). The functioning of the teamwork has a key effect on students’ experiences of ECE and the importance of their future profession as part of multiprofessional communities (Karila & Kupila, 2010). From the perspective of teacher students’ professional development, it is important that the job description of a teacher in the practicum work community is clear (Ukkonen-Mikkola, 2018).

Successful teamwork is a sign of high-quality ECE (Nislin et al., 2016). Sharing common goals, caring for others and mutual respect strengthen both children’s and professionals’ well-being. Well-being is contagious (Barsade & Gibsonk, 2008; Lavy & Bocker, 2018). In a well-being team, both adults and children feel themselves as being part of the group and no one is left out (Cigala, Venturelli, & Bassetti, 2019). The feeling of belonging is also an excellent platform for building a mentoring relationship. For this reason, students must have opportunities to experience belonging in their practicum community (Johnston & Dewhurst, 2021; Kahila et al., 2023; Liinamaa, 2014). Belonging promotes the creation of a good and safe atmosphere for learning – an atmosphere in which the students dare to work actively, building confidence in their competence (Van Schagen Johnson et al., 2017).

Finnish ECE work communities

In Finland, children aged 0–6 years have a subjective right to ECE, which is considered as goal-oriented work for children’s holistic well-being, growth, development and learning. ECE is understood as a combination of education, teaching and care, with an emphasis on pedagogy (Act on Early Childhood Education and Care 540/2018, 2018). The work communities in Finnish ECE settings are multiprofessional, consisting of professionals with varying educational backgrounds and qualifications (Karila, 2012). The work communities involve ECE teachers, childcarers, social pedagogues, special teachers, directors and, depending on the needs of the children’s group, also assistants.

The staff is usually divided into teams, including three professionals. The professional structure in ECE teams is currently under reform. The updated Act on Early Childhood Education and Care (540/2018) renewed the professionals’ occupational titles and qualification criteria and set a goal to increase the number of highly qualified professionals in a team from one to two. Thus, at present, teams can be composed in accordance with both the old and the new regulations. However, by 2030, a team should include either two ECE teachers with a bachelor’s degree in education and one childcarer with vocational upper secondary qualification in healthcare and social services or education and guidance, or alternatively one ECE teacher, one childcarer and one social pedagogue with a bachelor’s degree in health care and social services (Act on Early Childhood Education and Care 540/2018, 2018).

These professionals of ECE teams are considered to have common expertise and competence related to the understanding of the basic task, ethical principles and operating environment of ECE, as well as collaboration and interaction skills. Additionally, these professionals are seen to have differentiated competencies resulting from their own professional training. Childcarers’ competence related to care and health is their special expertise and they take care of the children’s overall well-being. Due to their understanding and knowledge of social services and social pedagogy, social pedagogues have unique competence relating to working with families and the broader social sector. The differentiated competence of ECE teachers, in turn, consists of the knowledge of children’s development and learning, teaching, ECE pedagogy and pedagogical leadership (Ministry of Education and Culture, 2021).

In Finland, with several administrative and regulatory reforms in recent decades, the emphasis on pedagogy in early childhood education has begun to be emphasized (Act on Early Childhood Education and Care 540/2018, 2018). With these changes, as well as in line with the international trend, teachers are expected to take more responsibility for pedagogical planning, assessment and development, as well as participate in pedagogical leadership (see Kahila, Heikka, & Sajaniemi, 2020). Teachers teach and plan pedagogically meaningful activities throughout the day and ensure that the activities meet the pedagogical goals. They lead the pedagogy in their teams by committing the team members to act in accordance with the goals and utilizing the expertise and skills of each team member in the pedagogical activities. (Heikka et al., 2022) Teachers also participate in the pedagogical development work in the entire work community together with other teachers and center directors (Kahila et al., 2020).

Especially in Finland, since the organizational structure of the ECE staff and the practices of interprofessional teamwork are under progression, teacher students’ professional development toward teachers’ responsibilities in multiprofessional teams is considered important to support more strongly already during pre-service time (Ministry of Education and Culture, 2021). For responding to these improvement needs, this study examines the multiprofessional communities of the practicum center in the light of teacher students’ professional development.

Methodology

This study adopted a basic qualitative research design (Merriam & Tisdell, 2015) with the purpose to increase understanding of the significance of ECE work communities in teacher students’ practicums. This theme was studied from the ECE teacher students’ perspective. The aim was to explore ECE teacher students’ perceptions of the kind of factors in the practicum work community that are important for students’ professional development and the reasons why. The research questions were as follows:

1. What factors related to the practicum work community do ECE teacher students perceive as important for their professional development?

2. How do students perceive these factors affect their professional development?

Context and participant selection

The study involved ECE teacher students from one university in Finland (15 women, 5 men). In Finnish early childhood teacher education students have typically two or three practicums during their studies and usually each practicum takes approximately six or seven weeks. At this university, the ECE teacher education included a total of two six-week full-time practicum periods. Throughout these six weeks the students spent an average of six hours per day at the practicum ECE centers. All ECE students completing their second practicum were informed about the study and asked about their interest in participating in it. All those willing, a total of 20 students (15 women, 5 men), were included in this study. Research permits were collected from the university and the directors of the practicum ECE centers. Each student was also asked to give their personal consent to participate in the study.

During the practicums, teacher students practice planning, implementing and assessing ECE pedagogy. They practice observing both children and the operating culture in ECE. Before the practicums, students have a seminar where they discuss the practices and assignments concerning the practicum period under the guidance of a university teacher. Community elements and teamwork related issues are discussed in courses before and after practicums. Each students receives mentoring from a university teacher during the practicum.

The context of this study corresponded to the Finnish ECE context described earlier. The students practiced in 11 separate ECE centers and 14 separate child groups. Thus, some of them conducted their practicum in the same ECE centers and the same child groups. Three of the ECE centers were private and the rest were municipal. The size of the centers varied from two to nine children’s groups. Similarly, there were differences in the combinations of professionals in the practicum teams as well the age range of the child groups. These differences are presented in the Table 1.

Table 1. Professionals and children in teacher students’ practicums.

Professionals in the team	Teacher students	Children’s ages
Two teachers and one childcarer	Emilia & Susanna	5–6 y.
	Helena	3–6 y.
	Luukas & Matilda	3–5 y.
	Matias & Olavi	5–6 y.
Two teachers, one childcarer and one assistant	Seela & Saara	5–6 y.
	Frida	3–6 y.
	Leena	3–5 y.
One teacher and two childcarers	Matias & Sofia	1–5 y.
	Reetta & Kerttu	3–5 y.
Two teachers and two childcarers	Maaria	5–6 y.
	Silja & Mirjami	1–6 y.
One teacher, two childcarers and one assistant	Katariina	0–2 y.

Data collection and analysis

The data were collected through eight focus group interviews (see Morgan, 2012) which were conducted at the end of a six-week practicum period. The composition of focus groups varied from two to four students. The aim was to minimize the burden caused by data collection on students who completed their intensive internship; therefore students who practiced in the same or nearby ECE centers were involved in the same focus groups. Focus groups were conducted either at the ECE center or at the university according to the students’ wishes.

Focus group interviews were conducted by following the principles of the semi-structured thematic interview (Edwards & Holland, 2013). The focus group themes considered students’ perceptions, expectations and experiences related to interprofessional teamwork. The researcher facilitated the situation by presenting the themes for discussion and inviting students to share their perceptions and experiences related to these themes (Edwards & Holland, 2013). Concerning the practicum experiences, the researcher asked the students to describe situations that were meaningful to them during the practicum. The aim was to maintain as natural a conversation as possible, in which students dared to share their thoughts and experiences and reflect on them with their peers (Morgan, 2012). The duration of the focus group interviews varied between 47 minutes and 1.5 hours. The interviews were recorded; data were accumulated for a total of 9 hours and 29 minutes.

Before the analysis, the recordings were transcribed into text format, pseudonymized and read several times to create an overall picture of its content. The importance of the practicum work community was one of the key themes raised by the students themselves. The transcriptions were uploaded to Atlas.ti 8.4 qualitative data analysis software for the analysis (see Hwang, 2008).

The data analysis was conducted via qualitative content analysis (see Elo & Kyngäs, 2008). The analysis approach was inductive, i.e. codes and categories were obtained from the data. First, data segments that included information on the research questions were coded. The code names were used to describe the information contained in the expression. Codes with the same content were merged. Next, by analyzing the similarities and differences between the codes, the codes were grouped into three main categories based on whether the content described the characteristics of the work community’s operating culture, student’s participation and agency in the work community, or support related to the mentoring. The grouping was continued by main categories, forming qualitatively different subcategories that specify the factors which each main category includes.

Finally, the codes of subcategories informing on the work community’s significance for professional development were analyzed by comparing the contents and meanings between codes. As a result, these codes were grouped into three categories that reflect the experienced importance of work community related factors to teacher students’ professional development.

Results

ECE teacher students in this study valued completing the practicum in a good work community and saw it as a privilege, that not all students have such an opportunity. This view was reflected in numerous comments about good luck with the practicum place, as Matilda, for example, expressed:

“Somehow we’ve had some insanely good luck and we’ve got into a really wonderful team.“

(Matilda)

Students linked factors important for their professional development firstly to the operating environment and atmosphere of the work community; secondly, the student’s possibilities to be part of the work community and collaborate with its members; and thirdly, the work community members’ ability to support the student’s learning and mentoring (see Figure 1). Students perceived these factors as affecting the experiences through which students form their understanding of the ECE field and the ECE teachers’ profession. Factors related to the work community were also seen as framing the development of the teacher’s expertise and competencies during practicum. In addition, students found these work community related factors significant for identifying themselves as teachers and future ECE professionals. These three factors are described in more depth in the following chapters.

Figure 1. ECE teacher students’ perceptions on factors related to practicum work communities that support their professional development.

The students’ experiences focused on their cooperative teachers’ team, but the whole work community as well was considered important in terms of understanding ECE teachers’ work as part of the wider community. Hence, the work community refers to both the practicum team and the entire work community of the ECE center.

Characteristics of the practicum work community as framing students’ learning and well-being

Students highlighted the diversity, clarity, communication atmosphere and well-being of the work community as important factors in terms of professional development (see Figure 1). To increase the holistic understanding of the ECE field and teacher’s profession, the students hoped to gain as diverse experiences of work communities and operating environments as possible. Students were very satisfied with the practicum if they felt that the work community, for example, was different in size, educational background or operating practices than in the previous practicum. The importance of experiencing different operational environments for professional learning is considered in the following quotation:

“Well, yes, there is a lot of work in this practicum, but I have learned a lot so far. This is a very different place compared to the one where I was practicing earlier, so it’s nice to see a little different activity. And so, it’s been instructive.” […] (Maaria)

“I agree with Maaria that it’s quite a different place than what was in the first practicum. That it’s nice to see a slightly different, different way of working.” (Sofia)

Relating to one practicum period, students felt that the more the community members’ educational backgrounds varied and the more diverse the collaboration culture was (e.g., meeting practices, interprofessional collaboration), the more holistically the students were able to gain experience of the ECE teacher’s work during their practicum. For example, four students expressed dissatisfaction with the fact that no team meetings were held in their practicum community during the working day. They lost touch with the practices of team meetings and the team members’ joint planning and assessment. In the following quotation, students reflect on how collaboration structures affect what kind of learning experiences they get from interprofessional collaboration:

“And probably the most you can learn, the more that team has that different expertise. And of course, what could be ideal is that there would be those collaborators elsewhere. That there would be, for example, an occupational therapist and a speech therapist, so that the multiprofessional community would be...”(Emilia)

“Wider” (Susanna)

”Yes. That community would expand, so maybe you could learn even more from it yourself” (Emilia)

Students also perceived the clarity of teamwork policies and principles as important. Policies that were easy to understand supported the adoption of practices and thus promoted students’ self-directed agency. On the other hand, practices that felt unclear increased students’ uncertainty to act and participate in the collaboration. Consequently, some students highlighted that it is important that students themselves ask their cooperative teachers or team members if some policies seem unclear.

Students highlighted that the communication culture and atmosphere of the work community played a key role in terms of agency and learning motivation during practicum. These factors were also perceived as influencing future considerations relating to the transition to working life. Students emphasized the importance of an open atmosphere and team spirit in the communication culture. Getting to know team members, taking initiative and participating in teamwork was felt difficult if the professionals avoided discussing things together, as reflected in the following quotation.

”Maybe it would be good if there was an opportunity to talk with those childcarers and assistants, or whoever is there in the team. But it’s really hard to just start discussing it yourself if there isn’t already something like that. I haven’t noticed much of that, or if I really think about it now, I’ve probably never heard of a childcarer and a teacher discussing, for example, whether we should do something like this now. Or so. Then the fact that if I myself started doing that, it could be that everyone would be a little confused.”

(Maaria)

A good atmosphere and team spirit were instead perceived as encouraging students to act like themselves and try new things that went beyond their comfort zone. The importance of the atmosphere is expressed for example in the following quotation:

”Yes, at least I find that the atmosphere directly affects my activities. For example, in the first practicum, I felt that the atmosphere was not so good, and I felt like what I dare to try now, and whether I get kind of just bad feedback now, and whether it is good now that I go to try. Now when the atmosphere was so open and such that you can try, you can fail, so I dared to try.”

(Seela)

The students felt that the atmosphere, both positive and negative, was contagious. Students who felt that their practicum community had a good and positive atmosphere often expressed that they would have liked to stay longer in the practicum. Similarly, the tired and stressed atmosphere also fatigued students and made them wait for the practicum to end. Experiences of conflicts, such as bullying, between team members were perceived as being particularly distressing. These kinds of conflicts increased students’ fear of collaborating with team members. Problems related to work community interaction and well-being also generated reflection regarding the desire to work in the ECE field, as expressed by Katariina:

”Because somehow I’ve got the feeling that two of the three professionals on the team don’t even want to do that job anymore. They have lost their temper sometimes and they have moaned that for two more hours, how can I handle it and oh, I wish I could get home already. I mean, sorry to hear, but could they at least try to be like that… be a little more positive. […] And my previous practicum place was also terrible. But on the other hand, on the positive side, when I now get these bad experiences and so-called not-good examples, I can then emphasize my perception of what is good and learn from it that way. But yes, I don’t know if it’s appropriate to start doubting your interest in the field.”

(Katariina)

However, some students also experienced conflicts among community members as instructive. Through them, it was possible to observe and understand the factors from which successful teamwork is built. For two students, the challenges of the work community had served as an opportunity to support team members in building well-being and improving collaboration. In these cases, the problematic situation had furthered the students’ involvement in the work community and produced successful experiences of students’ own competence as team workers.

The practicum work community as enabling students´ participation and agency

Students considered agency and participation in teamwork as a prerequisite for creating an understanding of the meaning of interprofessional teamwork, for practicing tasks and responsibilities that promote the development of teacher competence, and for strengthening confidence in professional competence (see Figure 1). Students’ participation in the work community was promoted by the student’s opportunity to meet members of the work community and be involved in all activities and situations. However, when students were unable to participate in team meetings, joint discussions, planning and information sharing, they felt themselves as being outsiders, worthless and insecure, as expressed in the following quotation:

”Sometimes this role, that I am a practitioner, has annoyed me a lot. I haven’t felt that yes, now I can practice being a teacher, but rather I have felt that I am there as an additional workforce. It’s really sad for me, but maybe it’s a little bit like what the interaction and atmosphere is like there. And when we aren’t included in meetings and other things, maybe that’s why I’ve been upset. […] And for example, when there are those team meetings, we [teacher students] were only at the beginning to inform what we will do in the next week, and then we left. […] It’s a bit like we’re just ignored.”

(Katariina)

The feeling of being an outsider and its effect on the student’s motivation and learning is described in the following discussion:

”Yes, this [being an outsider] has at least affected my attitude and motivation. Yes, it is” (Kerttu)

“Absolutely” (Olavi)

”And it’s a shame because I do have a sad feeling that this is now more like this, I’m not saying that this has been a completely bad experience. I’m not saying that I had to come here with tears in my eyes, no. But I’m just somehow thinking that in my opinion, the previous practicum has at least given me a lot more. I learned from it.” (Kerttu)

Participation and agency were supported by the team members’ willingness to be flexible with working routines and share tasks and responsibilities with the student. Contrariwise, participating in collaboration and gaining an own space in teamwork felt difficult if team members’ activities were inflexible. Tasks related to teaching and guiding a children’s group were more common than organizing teamwork and participating in team members’ joint planning, evaluation and development. Students hoped more for activities through which to practice teachers’ pedagogical leadership concerning teamwork. However, some students also emphasized their responsibility to express their wishes and needs as a way for gaining tasks and responsibilities that met students’ goals of professional development. This is e.g., illustrated by Sonja’s comment:

”It’s kind of like that, doesn’t bring yourself out too much, but it’s kind of a bit like reminding others that I’m here too.”

(Frida)

The positive interaction and trust between the student and the community were considered prerequisites for students’ courage to participate in teamwork and try new things with an open mind. The following example illustrates the importance of trust, especially for practicing pedagogical leadership and organizing teamwork:

”For the first practicum, when there was that confidence and, so, well, that’s a little rude to say, but I had a good relationship with my team, so then I also dared to say, that hey you there, I decide that you take care of those children. When now if I said, then I don’t know what they would now think of me after this and so on. That is, I should get that confidence for sure and after that, I would be able to be there so, that hey, if I will give you job tasks for this moment.”

(Joonatan)

Trust was seen as fostered by mutual familiarization as well as open and honest discussions with community members. Good familiarization also promoted students’ ability to identify team members’ skills and interests and take them into account in pedagogical planning. Openness and honesty helped students understand the backgrounds and current issues of the work community, whereas unclear and hidden contradictions caused uncertainty and reflection on students’ possible contribution to the contradictions and challenging situations. These considerations were felt as limiting students’ agency. Furthermore, students emphasized the importance of spontaneous discussion and conversation in building trust and familiarizing. Talking about non-work issues was also considered important, as the following example shows:

”And just today, a few minutes before you came here, I was jumping here that I got the apartment I wanted. And then that’s all that, you can talk about anything here. And I think it’s just super important. It creates that warm spirit and trust.”

(Mirjami)

In terms of building participation, the students also considered it important how the student’s presence and expertise are valued and utilized in the work community. Some of the students, like Frida in the following quotation, described how the fresh knowledge and expertise brought by students had been valued, and how team members wanted to learn new things from students.

”For example, we are asked from another team what recipe you used to make the craft dough, that it always crumbles with us and you got such great ones” (Frida)

”That is, not only your own team or neighboring teams, but the whole house. Yeah, that’s great. It’s terrible to hear that from you” (Helena)

”Yeah, there are just two of us (another student), Ifeel. Then there are the team members, and we are just with the children” (Katariina)

”Yes, Ithink that we are apart of that work community. And especially from the other team, Ialso received positive feedback about this playingday [a joint event for the entire ECE center]. When Iwas just about to go home, then the teacher from the other team came and said, hey, it was really nice that you had also thought about the small children in our group and so on” (Frida)

“Lovely” (Katariina)

”And how come you are so energetic and positive and bring so much new to everyone here” (Frida)

“Yes, yes, this contrast is funny” (Katariina)

In such situations, students had experienced being part of a professional learning community where they could both develop their own expertise and open new perspectives for others. This strengthened both confidence in one’s skills and an understanding of the continuity of professional development in working life. On the other hand, students who felt that their competence was underestimated felt it impossible to participate in the collaboration and take responsibility for the tasks essential for the ECE teacher’s professional development.

The practicum work community as supporting mentoring

The students perceived that the practicum work community can provide vital support for mentoring and the students’ learning process during practicum (see Figure 1). The community members’ understanding about the purpose of practicum and mentoring was considered meaningful with regard to students’ opportunities to feel welcome to learn and take part in teamwork, as well as to get enough mentoring. Contrariwise, the absence of understanding was perceived as leading students to perform only additional tasks, such as cleaning, that are irrelevant to practicum goals. Furthermore, understanding the importance of mentoring was felt as increasing the opportunities for the cooperative teacher to spend time with the student. The following is an example of the importance of understanding:

”I mean the understanding, that we are practicers. And practicers in that sense, we do really want to practice and get to do things. And what I’ve heard is that you’re a practicer, then you can’t participate in anything. You’re told to go put that meal ready or something like that, which in turn is away from you from the experiences you would get when you were there doing things with the kids and so on. Such as understanding what is included in that practicer’s job and so on.”

(Luukas)

The students perceived that an essential responsibility of cooperative teachers is to prepare their team members for the coming practicum. Students considered it important that team members know where the students are coming from, what they are supposed to practice and learn, and what is expected of a cooperative teacher during practicum. The role of the center director was emphasized in terms of students’ possibilities to take part in the ECE teachers’ work outside their own children group and team, as part of the entire work community.

Students considered mentoring as primarily the cooperative teacher’s responsibility. However, students perceived that other community members’ activities also serve as important and necessary support for learning and mentoring. In focus group interviews, students described diverse ways how team members can contribute to the mentoring, for example by acting as a model, encouraging students and sharing responsibilities with students.

Positive and constructive feedback from team members was also perceived as very important for students’ reflection concerning their professional strengths and areas for development. Conversely, repeated negative feedback as well as feedback in an inappropriate situation, such as in the presence of children, felt overwhelming. Students also highlighted the importance of indirect and non-verbal feedback, which students expressed e.g., with phrases such as “walk over” or “talk over.” Such activities were felt as interrupting students’ own attempts and increasing uncertainty, as expressed in the following quotation:

”I think it’s just okay to give me a little responsibility so that someone wouldn’t walk over to me to fix those bibs or put the kid closer to the table. But that kind of thing happens, and then I feel like, well, I’m completely useless here now that I’ll go home.”

(Katariina)

Students also described situations where some team members were perceived to complement and enrich mentoring. If there were cracks in the mentoring relationship between the student and the cooperative teacher, the student could trust another team member more. This other team member was able to support the student in learning and compensate for the insufficient mentoring relationship between the student and the cooperative teacher. The following quotation describes how, instead of the designated cooperative teacher, the student had developed a secure relationship with another teacher on the team:

”Somehow, it was maybe somehow deeper. Or I can’t explain it, but, I can’t describe it, but somehow I feel that with her [the other teacher on the practicum team] then… that if I had a bit of that kind of insecure feeling, then maybe I would dare say it to her.”

(Saara)

The different educational backgrounds of team members were perceived as a factor enriching the mentoring. For example, discussions with professionals with diverse educational backgrounds were perceived as rewarding and productive. These moments were highly valued, and there was a wish for more such moments during practicum. Discussions with professionals with diverse educational backgrounds were experienced as supporting the student in creating understanding about the expertise of diverse professionals in early childhood education. This also helped to identify the ECE teacher’s expertise in the ECE interprofessional teamwork.

Discussion

This study revealed that ECE teacher students experienced the practicum work communities as important for their professional development. Students highlighted the significance of the operating environment and atmosphere of the work community, the students’ possibilities to participate in teamwork, and the community members’ skills to support the practicum and mentoring process. These work community related factors were considered to influence the students’ perceptions of the ECE field and teacher’s profession, and students’ abilities to develop the skills and expertise needed in ECE teachers’ work. Furthermore, these factors were seen to have a significant impact on how students view themselves as future ECE teachers.

Based on this study, practicum work communities serve as an important part of the learning environment for ECE teacher students (Van Schagen Johnson et al., 2017; Johnston & Dewhurst, 2021; Kaarby & Lindboe, 2016; Kahila et al., 2023; La Paro et al. 2018; Liinamaa, 2014). The results emphasized the special importance of interaction and collaboration between students and work community members. These are important for the construction of professional identity (see Beijaard et al., 2004; Beuchamp & Thomas, 2009). Interprofessional collaboration and interaction in the practicum community help students to reflect and practice teachers’ work and create understanding about the meaning of teachers’ expertise in a multiprofessional community (see Kahila et al., 2023; Karila & Kupila, 2010). This is topical in the Finnish context, where interprofessional teamwork in ECE is the subject of improvement and public debate (Ministry of Education and Culture, 2021; Ukkonen-Mikkola et al., 2020). However, this is also important in a wider, international context, because ECE work communities often involve not only teachers but also other professionals (see Cervantes & Öqvist, 2021; Mowrey, 2020).

This study found that students often did not have access to all the tasks and responsibilities expected of ECE teachers. The students’ agency was focused on their own children’s group team (see Kahila et al., 2023; Liinamaa, 2014), while participation and agency at the level of the entire work community were lower. Stronger participation, e.g., in co-operation between ECE teachers and with the center director, would also support students in reflecting and practicing the increased pedagogical leadership tasks of the ECE teacher as part of the whole work community (see Kahila et al., 2020). In the future, it is important to increase knowledge of good practices that support students’ participation in the work community. Teacher training should also consider what tasks included in the practicum can be used to direct students to become familiar with the work community and practice pedagogical leadership in interaction with their team and the entire work community (see Kahila et al., 2023).

The results highlighted the overall significance of the social atmosphere for students’ professional development during practicum. The warm and positive atmosphere and interaction strengthened students’ participation, agency and practicum motivation (see also Van Schagen Johnson et al., 2017; Johnston & Dewhurst, 2021). Furthermore, the atmosphere supporting motivation is important regarding the attraction of the profession, as experiences of successful work communities and satisfaction with practicum were considered to strengthen students’ wish to work as teachers after their studies. Similar results have emerged in a study by Kantonen et al. (2020), in which experiences, especially during the last practicum, proved to be important from the point of view of commitment to the field (see also Watt et al., 2012).

At its best, a mentoring relationship is a rewarding and professional development-enhancing experience for both parties, both the student and the cooperative teacher (Kupila et al., 2017; Liinamaa, 2014; Puroila et al., 2021). This same perception also seems to concern the interaction between the work community and the student. This study provided indications that practicum collaboration is not always perceived as rewarding and interesting. It can be detrimental to practicum motivation and students’ well-being if the student experiences underestimation and neglect. For developing practicums, there is a need for good practices that create professional learning communities between the practicum work communities and teacher students, in which professional development is reciprocally promoted. Such an approach could increase the appreciation of the fresh knowledge and skills provided by students and strengthen the motivation for practicum collaboration.

This study provided indications of quality variation among practicum environments (see Kaarby & Lindboe, 2016). Practicing in an environment that supports students’ professional development cannot be a matter of luck – every student should have the opportunity to practice in a well-functioning work community with understanding and motivation relating to practicum. Based on this research, it is paramount to develop work community structures that promote students’ participation and agency in the work community (see Van Schagen Johnson et al., 2017; Kahila et al., 2023; Ukkonen-Mikkola, 2018). The aim is to strengthen the mentoring and practicum culture (see Ambrosetti & Dekkers, 2010; La Paro et al., 2018; Liinamaa, 2014), where all members of the practicum work community understand the importance of practicums and mentoring and are aware of the community members’ inevitable impact on the students’ practicum experiences. Because ECE center directors have a key role in developing the ECE center’s work community and mentoring culture (Kaarby & Lindboe, 2016), they could therefore also be involved in mentor training.

The research provides information about students’ needs and expectations, which from their perspective are necessary goals for the practicum improvement. Due to the relatively small number of participants from a geographically limited area, the findings cannot be directly generalized. It is also good to note that the perceptions expressed in the focus groups are not necessarily the students’ personal views, but that they have been influenced by each participant’s interpretation of what views are appropriate to share with others during the interview (Morgan, 2012). However, this study provides good insights for further research on this topic. Since this was a cross-sectional study with all data collected in single sessions within a six-week practicum period, this study lacked prolonged engagement. Further research could be conducted by collecting data throughout the practicum, such as by keeping a diary or conducting several interviews. In addition to the students’ experiences, it is important to study the topic from the work community’s perspective and explore how the work community members experience their role in practicum and mentoring as well as students’ professional development.

In conclusion, this study explored practicums in ECE teacher education, focusing on the students’ perceptions on the significance of practicum work communities for their professional development. Based on the results practicum work communities function simultaneously as a model, through which the students mirror their perceptions of their future profession, and as a community where, by collaborating, they gain experience of themselves as ECE teachers. Overall, the results underline the importance of the work communities for the success of the practicum and mentoring process, and the need to consider it when improving and researching future practicums.

Disclosure statement

No potential conflict of interest was reported by the authors.