Partnered Field Placements: Collaboration in the “Real World”

Gardiner, Wendy; Robinson, Karen S.

doi:10.1080/08878730.2010.487928

Cited by 15 publications

(11 citation statements)

References 14 publications

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“…Many of the PSTs in this study felt that the paired placement allowed them to share problems, concerns and worries with a person in the same situation who was not assessing them (Smith, 2004) and they valued the support of a peer (Gardiner & Robinson, 2010). This support came in multiple forms: practical support, "picking me up from the bus"; personal support, "I felt more confident"; supporting reflective practice, "just to clarify my views"; and support with learning.…”

Section: Buddy Up: Learning Potentialmentioning

confidence: 94%

“…Pairing worked well when both PSTs had a positive attitude to learning, were respectful and helpful towards each other and the teaching staff (Walsh & Elmslie, 2005) and perceived each other as being on relatively equal footing (Gardiner & Robinson, 2010). However, competitive individualism (Schniewind & Davidson, 1998) emerged in some instances.…”

Section: Buddy Up: Potential For Competitionmentioning

confidence: 99%

“…Some PSTs reported that they learned vicariously from watching each other teach (Smith, 2004) and provided different perspectives about the teaching process, "I hadn't thought about it like that before" and helped each other take pedagogical risks, "we did things that I probably wouldn't have done otherwise" (Gardiner & Robinson, 2010). It seemed that working in pairs provided PSTs with an additional layer of support that enabled them to make meaning from their early teaching experiences; "it's not quite as scary."…”

Section: Buddy Up: Learning Potentialmentioning

confidence: 99%

“…There was evidence that some PSTs engaged in more open-ended brainstorming and problem solving as well as feedback on each other's teaching. This may be because the peer relationship is more equal than the mentor/student relationship and the peers were more comfortable questioning and analysing each other's teaching than they would be engaging in similar talk with their mentor teacher (Gardiner & Robinson, 2010). This was evident in comments where PSTs felt they might "annoy" their mentor with questions and concerns but felt more "on the same level" as a peer.…”

Section: Buddy Up: Learning Potentialmentioning

confidence: 99%

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Innovating in First Year Pre-service Teacher Education: “Buddy Up”

2016

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In response to the changing regulatory climate of initial teacher education, coupled with first year students' needs to effectively transition to higher education, the School of Education at RMIT University reconceptualised its first year Bachelor of Education program to incorporate paired (buddied) placements as an integral component of a sitebased professional experience model. This chapter presents an overview of this innovation, grounded in current literature about innovations in the pre-service teacher (PST) practicum and literature about transition into higher education. It presents research that examines PSTs' perceptions of being 'buddied' and highlights the complexity and sometimes uncomfortable nature of innovation and change within initial teacher education.

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Section: Buddy Up: Learning Potentialmentioning

confidence: 94%

Section: Buddy Up: Potential For Competitionmentioning

confidence: 99%

Section: Buddy Up: Learning Potentialmentioning

confidence: 99%

Section: Buddy Up: Learning Potentialmentioning

confidence: 99%

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Innovating in First Year Pre-service Teacher Education: “Buddy Up”

2016

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“…Teaching does not occur in a vacuum; teachers are at the heart of a community. Teachers who worked in interdisciplinary teams and prepared for their classes together demonstrated greater self-efficacy and greater satisfaction with their school compared to teachers who did not share common planning times and worked in their own departments (Burbules, 1993;Gardiner & Shipley-Robinson, 2010;Gravani, 2006;Parkison, 2005;Warren & Payne, 1997). Social trust and participation in decision-making affect teacher's efficacy (Bottery, 2005;Fisler & Firestone, 2006).…”

Section: Introductionmentioning

confidence: 95%

Teacher Efficacy: How Teachers Rate Themselves and How Students Rate Their Teachers

Bordelon

Phillips

Parkison

et al. 2012

Action in Teacher Education

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The purpose of this investigation was to compare how teachers rate themselves with how students rate their teachers on the Teacher Efficacy the External Influences Scale, a scale designed to assess teachers' efficacy in the area of classroom organization and discipline. The participants in this study were seventh-and eighth-grade teachers and their students in a middle school located in a metropolitan area of a midsized, midwestern community in the United States. There were 710 students and 18 teachers participating in this study. The researchers found five of the 13 scale items were statistically significant. The results show that teachers have a positive influence on students' behavior, teachers may relate to most difficult students, teachers might compensate for students' home experiences through good teaching, some students may not respond to any teacher intervention, and students who report being disciplined at home were unlikely to accept discipline at school. This study suggests how the results might improve the collaborative relationships between teachers and students.

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