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stakeholders. In the following section, we will address the enabling factors observed
in both of the models and the barriers encountered.
Model A
University A implements the model of paired placement within the partnership
school for the first block of professional experience in the initial teacher education
program. Implementing the model in other placement blocks has been very chal-
lenging, especially in secondary schools where there has been a reluctance to host a
large cohort of preservice teachers at one time, and also where the supervising
teachers have hesitated to take two preservice teachers simultaneously. Thus the
commitment from schools was reported to be a critical factor in implementing this
model.
A high level of commitment from the preservice teachers enhanced the quality of
their learning in Model A. The preservice teachers reported that if it were not a
compulsory requirement to work in pairs during their professional experience, their
peer interaction would not have happened the way it did. The model required a com-
mitment of extra time and additional work from the preservice teachers themselves,
as they had to observe each other, share lesson plans, give feedback, and team teach
if required. They were unable to realise the benefits of this arrangement until they
were committed to the process and experienced it personally. For example, one of
the preservice teachers said:
I saw this process as very interesting because if we were not assigned to work together, we
wouldn’t have been interested in each other. It had to be a necessity, and we only realised
later that it was interesting and beneficial. (Lena)
They reported that their peer interactions grew more active as the placement
continued. Their comments indicated that at the beginning, the interaction was
reluctant and only to fulfil the requirements of the program. Later on, they reported
that they had come to enjoy working with their peer. The following quote typifies
comments made from preservice teachers:
At first, I did not like it because I had to work with someone I did not know... Later when
we talked with each other, I found it easy to share with my peer. I thought to myself that I
was so lucky that I was with Lena because we got along really well, but we also got along
in a professional way. It wasn’t just like ‘Hey buddy, let’s go partying on the weekend’. We
both have very similar ideas and we were keen to use what we’ve learnt at university.
The preservice teachers also acknowledged the importance of support from their
supervising teacher and the university mentor assigned to them during the profes-
sional experience who created an environment in which the preservice teachers
were encouraged to work together. Most of the supervising teachers in the primary
partnership schools were willing to take two preservice teachers at the same time as
they had a high opinion of this model, as the following quotes reveal:
C. Lang and H.T.M. Nguyen