El-Badaoui, Dunia ORCID: https://orcid.org/0009-0002-4294-8150, McLaren, Mary-Rose ORCID: https://orcid.org/0000-0003-3485-9844 and Nehma, Nathalie ORCID: https://orcid.org/0000-0003-3086-3571 (2026) The ethical considerations, benefits, and challenges of the ECE students who completed their placement in the workplace in Victoria, Australia. In: Co-PEC International Conference, 14 Nov 2025 - 15 May 2025, Victoria University.

Abstract

This research investigates the ethical considerations, implications, benefits, and challenges faced by Early Childhood Education (ECE) pre-service teachers in Victoria who complete professional placements within their workplaces. Drawing on data from diverse stakeholders, including pre-service teachers, mentor educators, service providers, practising ECE professionals, and government representatives, the study offers valuable feedback to inform and enhance the ECE teaching program and contribute to broader improvements across Australian educational institutions. Utilising a mixed-methods approach, the study integrates inductive (qualitative) and deductive (quantitative) methodologies through surveys and focus groups. Survey data provide quantitative insights across diverse backgrounds, while focus groups offer participants space to share nuanced perspectives, attitudes, and reasoning in more intimate settings. These methods offer a holistic understanding of participants’ views, preferences, and experiences related to workplace-based professional placements. All surveys are conducted ethically via Qualtrics, a platform endorsed by Victoria University for its capacity to support diverse question formats and robust data collection. In addition, the study incorporates two to three illustrative case studies to enrich findings. Adopting an exploratory framework without a predefined hypothesis, the research seeks to interpret participants’ perspectives and uncover deeper insights into the lived realities of preservice teachers and their mentors navigating workplace placements. It evaluates placements in the workplace, aligning them with broader educational and policy goals by examining performance outcomes, unintended consequences, and avenues for strategic improvement. Insights gathered will guide future development of students’ placement strategies and professional learning practices across Victoria’s ECE landscape.

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