The paired-placement of student teachers: An alternative to traditional placements in secondary schools

Nokes, Jeffery D.; Bullough, Robert V.; Egan, Winston M.; Birrell, James R.; Hansen, J. Merrell

doi:10.1016/j.tate.2008.05.001

Cited by 67 publications

(80 citation statements)

References 24 publications

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“…As Zeichner (2006, p.334) suggests: the practicum needs to be 'as carefully planned as any other college or university course' and 'closely integrated with the rest of the teacher education programme'. While this and earlier studies (Author, 2003;Nokes et al, 2008) have shown that benefits accrue even without clear preparation for mentors, this study has also shown that it is important for mentors to understand their role. Further, the expectations on how mentors will need to operate in these roles imply careful consideration is given to their selection and, in particular, the dispositions required.…”

Section: Discussion and Implications Of The Studymentioning

confidence: 48%

“…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).…”

Section: Teacher Education Professional Development and Mentoringmentioning

confidence: 99%

“…It has focused in particular on the use of paired placements in the school practicum, as there has been some evidence (e.g. Nokes, et al, 2008) that such placements can help enhance learning. It has sought to bring together understandings of teacher education, professional development and mentoring, ideas on dialogic teaching and learning, and notions of expansive learning, as a means to analyse practice within the peer placements.…”

Section: Concluding Commentsmentioning

confidence: 99%

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

Sørensen

2014

Teaching and Teacher Education

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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.

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Section: Discussion and Implications Of The Studymentioning

confidence: 48%

Section: Teacher Education Professional Development and Mentoringmentioning

confidence: 99%

Section: Concluding Commentsmentioning

confidence: 99%

See 1 more Smart Citation

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

Sørensen

2014

Teaching and Teacher Education

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“…As a result of this peer feedback process they concluded that student teachers learn from two viewpoints (their own and that of the observer). Insight into this same aspect was described by Nokes, Bullough, Egan, Birrell and Merrell [9] when they found that interaction between partners during the planning and reflection process resulted in a wider content coverage in their teaching topics due in part to the two different levels of expertise. Teaching plans were altered and enriched through partner discussion and this reflection proved to be a valuable experience for the student teachers and the children they were teaching.…”

Section: Literature Reviewsupporting

confidence: 54%

Teaching Partners: Enhancing the Practicum Experience

Galvin¹

2013

IJCDSE

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“…The same groups of students are maintained in a practicum group for the two courses offered in the year. The second is that of co-teaching (Nokes, Boulough, Egan, Birrell, and Hansen, 2008) which is an integral part of the practicum programme. Zwart, Wubbles, and Bergen, Bolhuis (2009) examined the role of different categories of reciprocal peer coaching contexts in relation to teacher learning.…”

Section: The Practicummentioning

confidence: 99%

Pre-Service Beginning Teachers’ Beliefs, Expectations and Other Teacher Preparation Issues of the Practicum at the University of Trinidad and Tobago

Gowrie¹,

Ramdass²

2012

IJHE

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The study examined the extent to which there were changes in pre-service teachers' beliefs, expectations and other teacher preparation issues over a four-year period at the University of Trinidad and Tobago. The study was guided by the conceptual framework of Calderhead and Shorrock (1997) -the personal, critical, academic, practical and technical orientation -and compared pre-service teachers' reflections on these five components before and after their exposure to the practicum at the university. The participants in the study were 36 pre-service beginning teachers who were never exposed to any teacher training programme. There were 12 males and 24 females whose average ages were 24 years. Data were collected through in-depth semi-structured interviews at the beginning and the end of the four year period. The interview data were audio-taped and later transcribed in the tradition of grounded theory (Glaser and Strauss, 1967). Systematic coding was used to uncover key features and emerging themes from the first and second phases of the study. Five categories consistent with the conceptual framework of the study were identified: beliefs and expectations, mentorship support, resource adequacy, content and pedagogical knowledge and adequate classroom experiences. The findings suggested there were some changes in pre-service beliefs and expectations and other preparation issues. There were also mixed messages from the beginning teachers with regard to adequate resources, mentorship support and classroom experiences. Recommendations were made for the continuing professional development of these novice teachers.

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The paired-placement of student teachers: An alternative to traditional placements in secondary schools

Cited by 67 publications

References 24 publications

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

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

Teaching Partners: Enhancing the Practicum Experience

Pre-Service Beginning Teachers’ Beliefs, Expectations and Other Teacher Preparation Issues of the Practicum at the University of Trinidad and Tobago

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