Teaching with a peer: a comparison of two models of student teaching

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

“…Research from the US has added weight to arguments for the use of paired placements (e.g. Bullough et al, 2002;Bullough et al, 2003;Manouchehri, 2002;Nokes et al 2008). Wang (2001), in comparing mentoring practice in the US, UK and China, notes that pairing arrangements can help develop the confidence of student teachers to bring forward ideas and hence avoid some of the problems that can arise when student teachers feel disempowered due to the structural hierarchies present in many schools (Hobson, 2009).…”

The Interconnectedness of the Roles of Mentors and Mentees in Pre-service Teacher Education Mentoring Relationships

“…In their study of negative mentoring experiences, they found that mentor skills (or lack of them), and personality mismatches were the main causes of negativity in traditional mentoring relationships. Bullough Jr, Young, Birrell, Clark, Egan, Erickson, Frankovich, Brunetti, & Welling, (2003), in their study of peer mentoring groups concluded that negative experiences could also occur in such relationships, but noted that the careful matching of participants might alleviate this problem.…”

“…• Provides opportunities to perform the task/job (Hall et al, 2008) • Allows mentee to "develop their sense of self" (Maynard, 2000, p.25) • Provides guidelines and offers support (Bullough et al, 2003;Maynard, 2000) Assessor…”

“…• Provides specific instructions about performing tasks (Bray & Nettleton, 2006) • Teach basic skills (Bullough et al, 2003) • Provide resources (Bullough et al, 2003) • Uses explicit teaching to pass on skills and knowledge (Fairbanks et al, 2000).…”

Teaching Partners: Enhancing the Practicum Experience

“…Sorenson et al [3] and Borko and Mayfield [4] also found that student teachers and associate teachers were often inadequately prepared for paired placements. In Bullough's et al [5] research, paired student teachers were encouraged to decide on their own approach for collaborative teaching. They shared planning ideas and curriculum expertise, and their lessons proved to be creative and inspiring for the children.…”