Search results for: Shipley Robinson Karen

In this study, the authors sought to understand (a) how their six preservice teachers, who paired together in a pre-student teaching placement, experience and perceive the value of collaboration with a peer and cooperating teacher and (b) 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. Recommendations are provided to guide the implementation or refinement of partner placements.