221Pedagogical and Political Drivers of Paired Placement Models
The underpinning theory of both models drew upon Vygotskian concepts of joint
activity and the zone of proximal development (ZPD) (Vygotsky, 1978 ). Vygotsky
posited that the majority of learning does not occur individually but rather through
the interaction that takes place through problem-solving, negotiation, communica-
tion and collaboration with other people in social contexts. The paired placement
professional experience models presented in this chapter foster preservice teachers’
learning through participation in joint activities with peers, sharing ideas, giving
and receiving feedback and supporting each other. We argue that during profes-
sional experience, this learning takes place within the zone of proximal develop-
ment, where preservice teachers learn collaboratively and vicariously with a peer
(Vygotsky, 1978 ). Others also have argued that during the peer-based activities,
such as peer conversation, co-planning and team teaching, preservice teachers can
increase their level of performance (Baeten & Simons, 2014 ; Walsh & Elmslie,
2005 ).
Concurrently the implementation of paired placements is one response to the
current political climate of teacher education in Australia. As discussed earlier,
reviews of teacher education conducted over recent decades have been highly criti-
cal of what is perceived to be a gap between the reality of the school classroom and
the curriculum and the practice of teacher education. The Teacher Education
Ministerial Advisory Group (TEMAG) report into teacher education titled ‘Action
Now: Classroom Ready Teachers Report’ (Department of Education and Training,
2015 ) has as a key focus on a greater integration of theory and practice in the deliv-
ery of teacher education courses. The report delivered 38 recommendations, several
of which are directly related to professional experience:
Recommendation 19: Higher education providers deliver integrated and structured profes-
sional experience throughout initial teacher education programs through formalised
partnership agreements with schools.
Recommendation 24: School leaders actively lead the integration of preservice teachers in
the activities and culture of their school (Department of Education and Training, 2015 ,
p. xiv).
In developing our models, these political and pedagogical drivers influenced
both design and operation. The next section of the chapter provides more detail
about each of the paired placement models.
Model A: Collaborative Paired Placement Model
The collaborative paired placement model was implemented on the first profes-
sional experience for a Master of Teaching (secondary) program in a large univer-
sity in a metropolitan city in New South Wales. The model was implemented in
schools that had already signed a partnership agreement with the university. In that
agreement the schools had agreed that they would accept a cohort of students for the
13 Paired Placements in Intensified School and University Environments: Advantages...