Search results for: Young Ann-Marie

This article investigates how and what type of relationships cooperating teachers (CTs) can develop with student teachers (STs) and university tutors (UTs) to enhance the school placement process. By facilitating collaborative relationships, a CT’s learning experience can be positively enhanced and a ST is provided with a scaffolded entry into the teaching profession. As the relationships in the study had various degrees of mutual engagement, joint enterprise and a shared repertoire, it allowed the ongoing interactions between various stakeholders to be labelled ‘communities’. The approaches of the CTs in developing communities were either enabled or challenged by other members in the school placement process.