PARTNERED FIELD PLACEMENTS: COLLABORATION IN THE “REAL WORLD”

Abstract

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.