Reconceptualising the third teacher: a study of trainee experiences of work-based learning on level 3 early years programmes

Abstract

This study explored how early years trainees in England develop knowledge, skills, and professional competence while completing Level 3 qualifications. Focusing on two training routes, the full-time early years educator diploma and apprenticeships, the research examined the role of formal teaching, workplace mentoring, and informal peer relationships. A multi-method case study approach was adopted, involving interviews, focus groups, reflective journals, and observations with eight participants across early years settings in England. Data was analysed thematically using Bronfenbrenner’s bioecological framework and the Process–Person–Context–Time model. Findings indicate that, while classroom-based input and structured mentoring remain vital, informal colleague support plays a critical role in shaping trainees’ professional learning. Relationships with peers and colleagues contributed significantly to bridging theory and practice. The research contributes to debates on vocational pedagogy by redefining the ‘third teacher’ as the informal professional relationships underpinning workplace learning and makes recommendations for policy and course design.