Promoting Paired Placements in Initial Teacher Education

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Promoting Paired Placements in Initial Teacher Education

King, Sheila; (2006) Promoting Paired Placements in Initial Teacher Education. International Research in Geographical and Environmental Education , 15 (4) pp. 370-386. Green open access

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Abstract

The use of paired placements and collaborative practice is promoted by many university-school partnerships that train teachers in England. This article reviews the recent literature on the subject and then focuses on some small scale research within initial teacher education in one large university-school partnership. That partnership works with over 250 schools training teachers in secondary schools where pupils are aged 11-18. During 2004-6, trainees, school mentors and university tutors from a range of subjects were surveyed and interviewed to gain an understanding of how paired placements work in practice. Then the research focused on one subject, geography, for an in depth study and in order to develop a model of best practice. Key benefits and issues have been identified from the research findings and guidance on how paired placements can be made to work more effectively has been developed. Though there are undoubted benefits to pupils, trainees, schools and universities it is clear that current practice is not sufficiently understood or developed by all stakeholders. The findings indicate that university partnership management teams must take a greater role in raising the quality of this collaborative work but where it is well understood and the trainees are supported to make use of their situation, then paired placements have a great deal to offer initial teacher education.

Type:	Article
Title:	Promoting Paired Placements in Initial Teacher Education
Open access status:	An open access version is available from UCL Discovery
Language:	English
Additional information:	This article documents the use of collaborative practice and particularly paired placements within the secondary PGCE of the Institute of Education, University of London. During 2004-6 trainees, school mentors and university tutors from a range of subjects were surveyed and interviewed to gain an understanding of how paired placements work in practice. The key finding is that even where training has been given, school and HEI staff do not pay sufficient attention to setting up these placements and to being proactive in designing activities and support to make them work effectively. When they do, the benfits to trainee teachers can be considerable. The article is of use to other HEI and secondary school staff who work with collaborative placements specifically in geography but also in other secondary subjects. This is an electronic version of an article published in King, Sheila (2006) Promoting Paired Placements in Initial Teacher Education. International Research in Geographical and Environmental Education, 15 (4). pp. 370-386. International Research in Geographical and Environmental Education is available online at: http://www.informaworld.com/10.2167/irg201.0
Keywords:	Initial teacher education; Paired placements; collaboration; secondary PGCE
UCL classification:	UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI:	https://discovery.ucl.ac.uk/id/eprint/10000639