HEA funding (2014) for a research project into professional identity formation with GEP Early Years Professionals

Project Details


This project funding enabled a small scale research project into teaching and learning on the Graduate Entry Pathway (GEP) Early Years Professional Status (EYPS) course. It explored the EYPS candidates’ perceptions of the University taught sessions and how this impacted them in their practice placements and ultimately their future employment. From these findings suggestions were made as to how these taught sessions/placement impacted their shifting professional identity
Effective start/end date1/01/14 → 21/12/14


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