Collaboration, dialogue and expansive learning: the use of paired and multiple placements in the school practicum
This 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...
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| Format: | Article |
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Elsevier
2014
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| Online Access: | https://eprints.nottingham.ac.uk/31968/ |
| _version_ | 1848794307452993536 |
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| author | Sorensen, Peter |
| author_facet | Sorensen, Peter |
| author_sort | Sorensen, Peter |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | This 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. |
| first_indexed | 2025-11-14T19:14:07Z |
| format | Article |
| id | nottingham-31968 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:14:07Z |
| publishDate | 2014 |
| publisher | Elsevier |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-319682020-05-04T20:13:00Z https://eprints.nottingham.ac.uk/31968/ Collaboration, dialogue and expansive learning: the use of paired and multiple placements in the school practicum Sorensen, Peter This 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. Elsevier 2014-11 Article PeerReviewed Sorensen, Peter (2014) Collaboration, dialogue and expansive learning: the use of paired and multiple placements in the school practicum. Teaching and Teacher Education, 44 . pp. 128-137. ISSN 0742-051X Initial Teacher Education; Collaboration; Peer learning; School practicum; Mentoring http://www.sciencedirect.com/science/article/pii/S0742051X14001073 doi:10.1016/j.tate.2014.08.010 doi:10.1016/j.tate.2014.08.010 |
| spellingShingle | Initial Teacher Education; Collaboration; Peer learning; School practicum; Mentoring Sorensen, Peter Collaboration, dialogue and expansive learning: the use of paired and multiple placements in the school practicum |
| title | Collaboration, dialogue and expansive learning: the use of paired and multiple placements in the school practicum |
| title_full | Collaboration, dialogue and expansive learning: the use of paired and multiple placements in the school practicum |
| title_fullStr | Collaboration, dialogue and expansive learning: the use of paired and multiple placements in the school practicum |
| title_full_unstemmed | Collaboration, dialogue and expansive learning: the use of paired and multiple placements in the school practicum |
| title_short | Collaboration, dialogue and expansive learning: the use of paired and multiple placements in the school practicum |
| title_sort | collaboration, dialogue and expansive learning: the use of paired and multiple placements in the school practicum |
| topic | Initial Teacher Education; Collaboration; Peer learning; School practicum; Mentoring |
| url | https://eprints.nottingham.ac.uk/31968/ https://eprints.nottingham.ac.uk/31968/ https://eprints.nottingham.ac.uk/31968/ |