Australian preservice teachers’ reflections on how a group placement model influenced their professional learning
Bibliographic Data
| ID | 21522650 |
|---|---|
| Authors | Kylie Murphy (0000-0002-2813-3687, La Trobe University, corresponding author), Steve Murphy (La Trobe University), Steven A Murphy (0000-0002-6036-7600), Siobhan O’Brien (0000-0002-7588-6825, La Trobe University), Simone Cutting (La Trobe University) |
| Year | 2025 |
| Volume | 52 |
| Issue | 6 |
| Pages | 4149-4170 |
| Publication date | 2025-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Australian Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0311-6999 • E-ISSN: 2210-5328 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s13384-025-00892-8 |
| OpenAlex | W4413326247 |
| Language | EN |
| Citations received | 1 |
| References cited | 28 |
Significant stressors encountered during pre-service teacher (PST) placements can create suboptimal conditions for professional learning. Group (or cohort) placement models, where multiple PSTs are placed in the same school, can provide additional support for PSTs as they navigate the challenges. Framed by social coping and self-efficacy theory, the survey and focus group responses of 166 Australian PSTs undertaking placements in primary and secondary schools were analysed to understand the influence of a group placement model on their professional learning. Most (84%) of the PSTs felt their group placement enhanced their professional learning. The model allowed them to give and receive practical and emotional support, learn vicariously from each other, co-teach, and co-reflect. These mechanisms supported professional learning most effectively when PSTs were provided a space and timely opportunities to gather. We argue that when placements involve opportunities for PSTs to exchange practical and emotional support, to learn vicariously, and to teach and reflect collaboratively, the conditions required for professional growth are optimised
Mathematics education · Pedagogy · Physics · Professional development · Professional learning community · Collaborative Teaching and Inclusion · Computer Science · Educational Practices and Policies · Psychology · Teacher Education and Leadership Studies
Integrating theory and practice in the pre-service teacher education practicum
Learning and memory under stress
The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout
The School–University Nexus and Degrees of Partnership in Initial Teacher Education
Developing quality community connections through a regional preservice teacher placement program
Transforming trauma-informed understanding into trauma-informed practice
Collaboration, dialogue and expansive learning
Student teachers' team teaching
Groups perform better than the best individuals on letters-to-numbers problems
Basics of Qualitative Research
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |