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ERIC Number: EJ839101
Record Type: Journal
Publication Date: 2006-Nov
Pages: 17
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1038-2046
Promoting Paired Placements in Initial Teacher Education
King, Sheila
International Research in Geographical and Environmental Education, v15 n4 p370-386 Nov 2006
The use of paired placements and collaborative practice is promoted by many university-school partnerships that train teachers in England. This paper reviews the recent literature on the subject and then focuses on some small scale research within initial teacher education in one large university-school partnership. That partnership works with over 250 schools training teachers in secondary schools where pupils are aged 11-18. During 2004-6, trainees, school mentors and university tutors from a range of subjects were surveyed and interviewed to gain an understanding of how paired placements work in practice. Then the research focused on one subject, geography, for an in-depth study and in order to develop a model of best practice. Key benefits and issues have been identified from the research findings and guidance on how paired placements can be made to work more effectively has been developed. Though there are undoubted benefits to pupils, trainees, schools and universities it is clear that current practice is not sufficiently understood or developed by all stakeholders. The findings indicate that university partnership management teams must take a greater role in raising the quality of this collaborative. (Contains 5 tables and 2 figures.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)