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 date||1/01/14 → 21/12/14|
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