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Partners in learning: Perceptions of university student partners in elementary classrooms during their early field experience
Abstract
The practice of pairing preservice teachers in elementary classrooms during their early field experience was examined in this study. The purpose of the study was to describe and understand the perceptions of eight preservice teachers (four pairs) enrolled in their first early field experience. A qualitative case study approach was used. Data were collected and analyzed from: (a) informant journals, (b) interviews with informants and their cooperating teachers, (c) other informant artifacts, and (d) researcher's field notes and journal reflections. A cross-case analysis of data revealed that preservice teacher partners engaged in peer communication, reflection, and cooperation. Having a partner helped preservice teachers learn about themselves as teacher-learners, the professional role of teachers and the process of peer cooperation. The results supported the following conclusions. (1) Preservice teacher partners discussed and reflected upon themselves, their classroom experiences, and their style of interaction. This led them to form ideas about career choices, teaching and learning strategies, and the importance of peer cooperation. (2) Some partners in this study experienced disequilibrium due to differences in perspective and teaching style. (3) Despite their differences, preservice teacher partners formed supportive alliances. (4) Preservice teacher partners dealt with differences by displaying mutual respect, remaining open-minded and maintaining open-communication. (5) Some degree of compatibility was needed in order for preservice teacher partners to effectively cooperate and learn from each other. (6) Interaction with both the cooperating teacher and a partner allowed preservice teachers to discover varying teacher roles and multiple ways to be an effective teacher. (7) The school environment, cooperating teacher, and university supervisor were important factors in partner learning and cooperation.
Subject Area
Curricula|Teaching|Teacher education
Recommended Citation
Ziebarth, Jane Kay, "Partners in learning: Perceptions of university student partners in elementary classrooms during their early field experience" (1996). ETD collection for University of Nebraska-Lincoln. AAI9623645.
https://digitalcommons.unl.edu/dissertations/AAI9623645