Learning to Collaborate: Preservice Teachers’ Perspectives on Partnered Field Experiences

• In Event: Varying Perspectives on the Development of Preservice Teachers Through Field Experience

Abstract

Recent calls for change in teacher preparation programs stress the importance of field experience and the need for preservice teachers to have ample opportunity for peer collaboration and feedback (NCATE, 2010). The paired placement model, with two preservice teachers working with one cooperating teacher, has shown to provide many such benefits. However, the strategies for developing successful partnerships in the context of a required course are not fully understood. In this qualitative study we examine preservice teachers’ perspectives on the benefits and challenges of peer partnerships, using surveys (n = 49) and focus group interviews (n = 12). We discern factors that contribute to successful partnerships and offer suggestions for teacher educators in creating and supporting field-based peer collaboration.

Authors

• Louise S. Ammentorp, The College of New Jersey

• Lauren P. Madden, The College of New Jersey