Partnered Field Placements: Collaboration in the "Real World"

Autor/inn/en	Gardiner, Wendy; Shipley Robinson, Karen
Titel	Partnered Field Placements: Collaboration in the "Real World"
Quelle	In: Teacher Educator, 45 (2010) 3, S.202-215 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-8730
Schlagwörter	Preservice Teachers; Mentors; Field Experience Programs; Cooperation; Cooperative Learning; Program Effectiveness; Practicums; Urban Schools; Interpersonal Relationship; Elementary Schools; Feedback (Response); Cooperating Teachers + Suchen Sie Ihr Suchwort? Praxisnahes Lernen; Co-operation; Kooperation; Kooperatives Lernen; Practicum; Praktikum; Praktika; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Elementary school; Grundschule; Volksschule; Cooperation; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Research indicates that partner placements--pairing two preservice teachers with a mentor teacher--provide a supportive and collaborative context for learning to teach. This qualitative study examines three partner placements in a 100-hour urban field practicum to understand how preservice teachers experience and perceive partner placements, and what facilitates or inhibits collaboration. Results from two successful and one less than successful placement indicate that mutuality, scaffolding, and the appropriation of skills and resources facilitate productive collaboration and promote professional learning. However, participants revealed that partner placements are temporary scaffolding, which prepares one to become a teacher, but does not represent the "real world" of teaching. Recommendations are provided to guide the implementation or refinement of partner placements. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10