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ERIC Number: EJ893182
Record Type: Journal
Publication Date: 2010
Pages: 14
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-0887-8730
Partnered Field Placements: Collaboration in the "Real World"
Gardiner, Wendy; Shipley Robinson, Karen
Teacher Educator, v45 n3 p202-215 2010
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A