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Previous research on early childhood education (ECE) preservice practicums has provided insights into students’ practicum experiences. However, little research exists regarding ECE teacher students with prior fieldwork experience and their perceptions of practicums as part of their professional development. Participants of this study were ECE students (N = 234) from two Finnish universities; data were collected through a questionnaire. Questionnaire responses were analyzed qualitatively and quantitatively. The results show that experienced students have different expectations than novice students about the roles and responsibilities of supervising teachers and teacher educators. Whereas experienced students viewed teacher supervisors as a primary source for guidance and support on pedagogical issues, they viewed university teachers as facilitators with responsibility for practicum quality assurance.

Impact of students’ prior work experiences on their perceptions of practicums as support for their professional development