The Effectiveness of School Placements in Facilitating Student Teacher Learning and Professional Development

Abstract

Student placements are an integral element in teacher education and commonly, both students and teachers consider placements a critical aspect of initial teacher education. Within this context, the contemporary nature of placements and their success in meeting professional development needs was investigated throughout the period 2003–2005 by surveying the views of student teachers and teachers. The findings of this research indicate that students and teachers share many views and consequently several key experiences and opportunities emerge. Different priorities are, however, also highlighted. Overall, perceptions suggest that school placements must be orientated towards a social constructivist paradigm.