Background: Australia faces a significant shortage of qualified early childhood teachers. While government strategies focus on increasing teacher numbers, ensuring their competency through quality pre-service work integrated learning is crucial. The scarcity of research on the impact of mentor knowledge of the APSTs on the supervision of pre-service early childhood teachers raises concerns about the validity of placement assessments, teacher preparedness, and quality.

Aims: This study examined mentors’ knowledge of the APST and the adequacy of this knowledge in supporting and assessing pre-service teachers and suggests strategies for deepening their understanding of the standards.

Method: A mixed-method data collection strategy was used to gather and analyse both qualitative and quantitative data through a survey. Participants were qualified ECTs who had supervised pre-service teachers in the past 12 months in Wagga. An invitation to participate was emailed to all early childhood and preschool services in Wagga. The study received ethical approval from CSU’s Human Research Ethics Committee.

Results: The data showed that while most ECTs are aware of the APSTs, confidence in using these to supervise and assess pre-service teachers varies, with many expressing low to moderate confidence levels.

Conclusions: Although there is general awareness of the standards, their practical application in supervising pre-service teachers is inconsistent. This raises concerns about adequate assessment against the placement and APST, whether current university work-integrated learning practices meet AITSL accreditation standards, and the quality of the increased number of ECTs through government strategies.

Implications for children and families: Ensuring that your child is taught by well-prepared and qualified teachers is crucial for their early development and education.

Implications for practitioners: Enhancing mentors’ knowledge of the APSTs through targeted training and resources will improve the quality of pre-service early childhood teachers. It aligns with government strategies to increase ECTs, meets AITSL accreditation standards, and fulfils the United Nations Sustainable Development Goal 4.2 for quality early childhood education.

Key words: Australian Professional Standards for Teachers (APST), Early Childhood Education and Care, Early Childhood Teacher (ECT), Australian Institute for Teaching and School Leadership (AITSL), Work Integrated Learning, professionals’ voices

This presentation relates to the following United Nations Sustainable Development Goals:

• SDG 4: Quality Education