Paired Field Placements: A Means for Collaboration

Abstract

In this qualitative study, pairs of preservice teachers were placed with single cooperating teachers in a 100-hour urban field placement. The question guiding this research was would preservice teachers collaborate in ways that contributed to their professional development and if so why, how, and to what end? Results from field notes, multiple observations, interviews, and work samples indicate that paired placements promoted multiple perspectives, led to increased dialogue about teaching and learning, and facilitated the implementation of student-centered pedagogies. Importantly, paired field placements have potential to nurture and develop skills of collaboration vital to current reform efforts.

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