Exploring the Becoming of Pre-service Teachers in Paired Placement Models

Gutierrez, Amanda

doi:10.1007/978-981-10-0785-9_9

Cited by 4 publications

(3 citation statements)

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“…In previous research on paired practicum, student learning is often framed within social constructivist perspectives (cf. Guiterrez, 2016;King, 2006;Smith, 2002), where paired students construct knowledge together in the social context of the school. By partaking in discussions, giving as well as receiving feedback, students thrive by contributing to each other's learning.…”

Section: Discussion -The Challenge Of Organizing Learning Of Participant Knowledgementioning

confidence: 99%

“…Issues have also been raised regarding paired placements that student teachers are left unaided to educate each other instead of having access to the knowledge of a qualified mentor (Smith, 2002). Some students therefore acquire a dependence on peer students when it comes to their weaker areas and use them as a 'crutch' instead of being forced to address and develop these themselves (Guiterrez, 2016). Additionally, relations are recurring issues, as differences in personality can lead to difficulties in planning together, as one student can be more dominant than the other (Smith, 2002).…”

Section: Paired Practicum -Previous Researchmentioning

confidence: 99%

“…Some mentors also claim that they are not able to devote sufficient time with each individual student and worries are put forward regarding competition and conflict between two student teachers and that mentors can experience inadequacy if students advance and proceed at different rates (Baker & Milner, 2006;Guiterrez, 2016). Difficulties are further increased regarding communicating critical comments or positive comments to one of the students (Guiterrez, 2016). Maynard and Furlong (1993) notice that the paired emplacement models imply the need for mentors to situate themselves more as 'co-enquirers ' (p. 82).…”

Section: Paired Practicum -Previous Researchmentioning

confidence: 99%

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Learning to teach as a two-sided endeavor: mentors’ perceptions of paired practicum in initial teacher education

2021

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In this article, mentors' perceptions of paired practicum in initial teacher education in Sweden are studied. Taking the mentors' perspective, we describe the potentials and the pitfalls of paired practicum. The pros and cons of the model are analyzed from a perspective of learning the vocation of teaching as a two-sided endeavor. Inspired by a modified Aristotelian perspective, we use the terms participant knowledge and spectator knowledge to conceptualize the learning of two different forms of knowledge. Qualitative data were gathered through interviews with five mentors and analyzed using an abductive process. The analysis reveals that paired practicum facilitates a potential for learning mainly a distanced and propositional spectator knowledge while the learning of a contextual and practical participant knowledge seems to be obstructed. For instance, paired practicum seems to prolong the peripheral position of the students and their opportunities to gain participatory knowledge. Results also show that there is a discrepancy between the pedagogical intentions of paired practicum and the concrete possibilities for realizing these in practice. The limitations of the paired practicum model, and how these can be overcome, both at individual and organizational level, are highlighted.

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Section: Discussion -The Challenge Of Organizing Learning Of Participant Knowledgementioning

confidence: 99%