Paired Field Placements: A Means for Collaboration

Building Scaffolds in the Field: The Benefits and Challenges of Teacher Candidate Peer Mentorship

“…Concomitant with traditional apprenticeship mentorship between pre-service and experienced teachers has been an expectation that this model will prepare candidates for autonomous classroom practice (Bullough et al, 2002;Bullough et al, 2003;Gardiner & Robinson, 2009). However, preparation for independent practice is inconsistent with the current emphasis on reflective collaborative practice (Cochran Smith & Lytle, 2009;Fullan et al, 2006;Knight, 2009).…”

“…Reconceptualising teacher education as a process of enculturation into supportive learning communities has led to the creation of programs where dyads of candidates take part in shared practicum experiences (Bullough et al, 2002;Bullough et al, 2003;Gardiner & Robinson, 2009;Goodnough et al, 2009;Walsh & Elmslie, 2005). Investigations have documented that paired practicum participants perceived this model to enhance collegial collaboration, support, and learning for both candidates (Bullough et al, 2002;Bullough et al, 2003;Gardiner & Robinson, 2009;Goodnough et al, 2009).…”

“…Investigations have documented that paired practicum participants perceived this model to enhance collegial collaboration, support, and learning for both candidates (Bullough et al, 2002;Bullough et al, 2003;Gardiner & Robinson, 2009;Goodnough et al, 2009). While potential drawbacks included candidate compatibility, competition, lack of freedom to innovate, and/or enhanced dependency, researchers concluded they were outweighed by the benefits of paired practicum experiences (Bullough et al, 2002;Bullough et al, 2003;Gardiner & Robinson, 2009;Goodnough et al, 2009;Walsh & Elmslie, 2005).…”

“…Although previous research had investigated the experiences of paired practicum participants at the same stage of program completion (Bullough et al, 2002;Bullough et al, 2003;Gardiner & Robinson, 2009;Goodnough et al, 2009;Walsh, & Elmslie, 2005), it appeared that little if any research had investigated a reciprocal learning model of paired practicum mentorship between novice and more experienced teacher candidates.…”

“…While the value of field experiences is well established, a persistent problem in teacher education is providing support as candidates endeavour to make sense of the knowledge of practice derived through their practicum placements, by relating it to the theoretical knowledge developed through coursework (Cochran-Smith & Lytle, 1999;Falkenberg & Smits, 2010;Long & Steward, 2004;Loughran, 2006;Mueller & Skamp, 2003). Research has documented that paired practicum experiences (i.e., dyads of candidates placed in the same classroom) can increase support for teacher candidates (Bullough, Young, Birrel, Clark, Egan, Erickson, Frankovich, Brunetti, & Welling, 2003;Bullough, Young, Erickson, Birrell, Clark, & Egan, 2002;Gardiner & Robinson, 2009;Goodnough, Osmond, Dibbon, Glassman, & Stevens, 2009;Walsh & Elmslie, 2005). However, relatively little research has explored paired practicums, with most studies focused on the experiences of small sample populations.…”