Learning To Teach Collaboratively: The Use of Subject Pairs in the School Practicum
Abstract
The dominant models of initial teacher preparation have relied primarily on a school-based practicum where a single student is placed with a single ‘cooperating teacher’ or ‘mentor’. This paper reports on a number of research projects of teacher preparation at the secondary level suggesting that placing student teachers in subject pairs can be more conducive to effective professional learning than placing them individually.Downloads
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