The quality of child care is of social and economic significance worldwide. A large body of research now demonstrates that the formal pre-service education of child care workers is one significant way in which quality child care, and outcomes for children, can be improved. In particular, the beliefs that child care workers hold about relationships with children are related to beliefs about children’s learning and epistemology but such characteristics are not often the focus of professional preparation programs.  This study investigated the nature of beliefs about knowing and knowledge (epistemological beliefs) for 77 child care students participating in a 2 year competency based training program which prepared them to be group leaders in Australian child care centres. The findings revealed new ways of thinking about evaluativistic beliefs, which have not been reported in the literature to date. “Practical evaluativism” is focused on a view of knowledge as the construction of evidenced-based practice rather than knowledge as is the case for evaluativistic beliefs.  Implications for child care practice and training programs are discussed.

Aims

The aim of this research was to investigate the nature of epistemological beliefs in pre-service child care students completing a Diploma of Children's Services. All 1st and 2nd year students completing a Diploma of Children's Services at three Institutes of Tertiary and Further Education (TAFE) in a large metropolitan area in Australia were invited to participate in the study.

Methodology

During a regular lecture time slot, the students were invited to participate in the study. Students were distributed information packages and consent forms. Those who signed the consent form were then invited to allocate themselves to an interview time in following week. A total of 77 students from 1^st and 2^nd year of the courses agreed to, and subsequently participated in, a scenario-based interview.

This study used a child care scenario as a concrete stimulus for reflection to enable students to articulate their beliefs about knowing and knowledge more clearly. The students were interviewed using a scenario related to a typical behaviour management conflict in child care with questions about their beliefs about knowing and knowledge embedded. The interviews were transcribed verbatim. Content analysis was then used to engage in “careful, detailed, systematic examination and interpretation” of the transcribed interviews in order to “identify patterns, themes, biases and meanings” (Berg, 2007, 303-304). The transcripts were analysed using a predominantly inductive approach, which drew on relevant literature to interpret responses. This descriptive- interpretative (both data driven and theory led analysis) approach to analysis still made it possible to take account for many viewpoints before deriving theory (Maykut & Morehouse, 1996). The categories that emerged were audited by a second person to establish trustworthiness and credibility (Denzin & Lincoln, 2000). These analyses were then reviewed by the research team in order to arrive at judgements by consensus about the nature of the students' belief systems as a whole.

Findings

Individual students could describe different beliefs about knowing and knowledge so it was important to consider individuals’ overall epistemological beliefs. A number of distinct profiles emerged. Students were allocated to a profile on the basis of the most sophisticated belief expressed, much like how Marton et al., (1993) coded students’ conceptions of learning. Overall 20 students described complex evalutivism or procedural beliefs about knowing (Clinchy, 2002) in which knowledge is conceived of as tentative, evolving and needing to be backed up with evidence. The remaining students held epistemological beliefs that did not rely on the critique of theoretical knowledge. Twenty-seven students espoused practical evaluativism with a focus on analyzing practices rather than theory. This is similar to procedural beliefs however the focus of the analysis is in terms of which practice works best and so could be described as practical procedural beliefs. A further 28 students held subjectivist epistemological beliefs (knowledge based on one’s personal opinions) with two students not describing his/her beliefs clearly enough to be coded.  In Clinchy’s framework these are referred to as pre-procedural beliefs about knowing and knowledge. This means that greatest number of students (n= 55) held either complex or practical evaluativistic beliefs about knowing and knowledge with 28 students considered to espouse subjectivist beliefs.

Theoretical and educational significance

It is suggested that practical evaluativism as a distinct set of epistemological beliefs has been promoted through the strong workplace focus (one day per week practicum placement) and performance level assessment (PLA) in the child care training programs. Graded assessment is one of the issues at the forefront of vocational training and education in Australia in terms of participation, costs, credit transfer for higher education, and policy development (Williams & Bateman, 2003) however little discussion is taking place regarding how it impacts effective teaching and learning.

We agree with Hackett (2001) who advocates for an approach to workplace training that involves both competency based training (CBT) and critical reflection. The main concern is related to how one can teach for deep learning and reflective practice. This is an area that needs to be investigated in the context of CBT. We suggest that further research about epistemological beliefs in CBT will provide the platform for understanding and promoting reflection, thinking and deep learning required in current work contexts.

References

Berg, B. (2007). Qualitative research methods for the social sciences (6th ed.). Boston: Pearson.

Clinchy, B. (2002). Revisiting women’s ways of knowing. In B. Hofer & P. Pintrich (Eds.), Personal Epistemology: The psychological beliefs about knowledge and knowing (pp. 63-87). Mahwah, NJ: Lawrence Erlbaum.

Denzin, N., & Lincoln, Y. (2000). Handbook of qualitative research (2nd ed.). Thousand Oaks, CA: Sage.

Hackett, S. (2001). Educating for competency and reflective practice: Fostering a conjoint approach to education and training. Journal of Workplace Learning, 13(3 /4), 103-113.

Marton, F., Dall'Alba, G., & Beatty, E. (1993). Conceptions of learning. International Journal of Educational Research, 46, 4-11.

Maykut, P., & Morehouse, R. (1994). Beginning qualitative research: A philosophic and practical guide. London: Falmer.

Williams, M., & Bateman, A. (2002). Graded assessment in vocational education and training. An analysis of national practice, drivers and areas for policy development. Adelaide, South Australia: National Centre for Vocational Education Research.