Collaboration, dialogue and expansive learning: The use of paired and multiple placements in the school practicum

Abstract

A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription. AbstractThis study examines the way in which paired or multiple placements of student teachers in the school practicum can support learning through the promotion of collaboration and dialogue. It draws on data collected across six higher education institution (HEI)-secondary schools partnerships in England and focuses on a series of 20 case studies from one partnership. The results suggest that peer placements can support more expansive and deeper learning, especially where attention has been given to the structuring of the placements and the role of the mentor or cooperating teacher. In such cases there are also reciprocal benefits for the school.

Exploring Models of Team Teaching in Initial Foreign/Second Language Teacher Education: A Study in Situated Collaboration

“…The data indicated that despite varying levels of collaboration-seemingly inevitable in any social engagement of this type-team teaching possesses the clear potential to enhance pre-service teacher engagement, provide additional levels of affective support and ultimately provide opportunities for developing higher order learning. These findings confirm previous studies that argue that teacher learning experiences need careful planning that includes activities and tools that support collaborative and dialogic practices (Sorensen, 2014;Johnson& Kuerten Dellagnelo, 2013) In the case of the assistant teaching model presented here, although the experience involved limited participation from the pre-service teachers, they managed to exercise enhanced agency as teachers and collaborated with their own activities and were more motivated to improve their orientation to teaching and learning tasks. In the second instance, the peermentoring model implemented provided a clearly richer potential environment for collaboration.…”

“…From this perspective, the team teaching model emerges as a space for potential collective ZPD in which collaborative practices mediate pre-service teachers´ learning (Sorensen, 2014). In this space, team members engage in dialogic and collaborative practices and benefit in different ways (Poehner, 2009;Johnson & Kuerten Dellagnello, 2013).…”

“…In this space, team members engage in dialogic and collaborative practices and benefit in different ways (Poehner, 2009;Johnson & Kuerten Dellagnello, 2013). Along these lines, the study of Sorensen (2014) which examined team teaching during practicum provides a useful set of indicators to understand how pre-service teachers learn to teach through the promotion of collaboration and dialogue. Sorensen defined the following indicators of collaborative/dialogic practices in the practicum context.…”

¿Qué competencias profesionales se movilizan con el Prácticum? Algunas certezas que manifiesta el alumnado

“…En cuarto lugar, están las investigaciones que analizan las relaciones que se establecen entre los centros escolares y la Universidad en el desarrollo de las prácticas (Louws, Meirink, Van Veen y Van Driel, 2017) así como el papel de la tutoría (Cid, Pérez y Sarmiento, 2011;Jaspers, Meijer, Prins y Wubbels, 2014), sea ejercida por el profesorado universitario o por el profesorado tutor del centro (Sorensen, 2014).…”

“Nos Dabas la Confianza para Hablar”. El Supervisor Universitario en un Practicum Reflexivo / “You Gave us the Confidence to Talk”. The University Supervisor in a Reflexive Practicum

“…El practicum es hoy una de las piezas fundamentales en los procesos de formación inicial de docentes y una ocasión irremplazable para el aprendizaje de la profesión del docente (Beck y Kosnik, 2002;González y Fuentes, 2010;Sorensen, 2014). Con la última reforma del sistema universitario español hacia el Espacio Europeo de Educación Superior (EEES), el periodo de prácticas de la titulación de maestro ha experimentado un fuerte estímulo .…”