Australian preservice teachers’ reflections on how a group placement model influenced their professional learning

Datos Bibliográficos

ID21522650
AutoresKylie Murphy (0000-0002-2813-3687, La Trobe University, autor de correspondencia), 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)
Año2025
Volumen52
Número6
Páginas4149-4170
Fecha de publicación2025-12-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe Australian Educational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0311-6999 • E-ISSN: 2210-5328
EditorialSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s13384-025-00892-8
OpenAlexW4413326247
IdiomaEN
Citas recibidas1
Referencias citadas28

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