The validation of informal learning in preschool teacher education at the University of Iceland. Students’ experience of assessment method

• Published in: Netla
• Main Authors: Hreinsdóttir, Anna Magnea, Sigurðardóttir, Ingibjörg Ósk
• Format: Article in Journal/Newspaper
• Language: Icelandic
• Published: Menntavísindasvið Háskóla Íslands 2022
• Subjects: validation of prior learning; preschool teacher education; assessment methods; raunfærnimat; leikskólakennaranám; matssamtal; Iceland
• Online Access: https://ojs.hi.is/netla/article/view/3645; https://doi.org/10.24270/netla.2022.14

The aim of the study was to develop a method to assess the knowledge and skills that preschool teacher students gain by working in preschool. The method is based on the learning outcomes of courses in the undergraduate program of preschool teacher education at the University of Iceland School of Education. According to the European Union Council, all countries in the union should implemented validation of informal learning at all school levels before 2018. Moreover, it is urgent to find ways to increase the level of educators’ education in Icelandic preschools; validation of informal learning can be part of that campaign since many educators do not have any education related to early childhood education, although some have some experience and have gained informal education and experience through their work. Validation of informal learning has been ongoing for some years in Iceland at the upper secondary school level; however, the project partly reported here is the first at a university level in Iceland. Ideas behind lifelong learning are highlighted in the study, where both formal and informal learning is accepted. Informal learning is related to the experience one gets from daily life and communication with others.Four key concepts are crucial for validation of informal learning: portfolio, screening list, self-evaluation list, and assessment interviews. The validation process then consists of four steps. First, the process is introduced to possible participants. Second, data collection about informal learning and experience then starts. Third, those who are qualified are interviewed in accordance with the learning outcomes that are in focus. Fourth, the students are given certification of the qualification and registration of the university units, showing they have passed the course under evaluation.This article focuses on the method used in the assessment interviews and on the students’ and evaluators’ experiences of these interviews. The main aim of a validation of informal learning is that a person gets an ...