Common Ground Books
Common Ground Open
The Arts in Society
Information, Medium & Society
Climate Change: Impacts and Responses
Diversity in Organizations, Communities & Nations
Global Studies
Spaces & Flows
Design Principles & Practices
New Directions in the Humanities
Interdisciplinary Social Sciences
Aging & Social Change
Tourism and Leisure Studies
The Learner
Organization Studies
Religion in Society
Food Studies
Communication and Media Studies
e-Learning and Innovative Pedagogies
Sport & Society
On Sustainability
Technology, Knowledge & Society
World Universities Forum
The Constructed Environment
Health, Wellness & Society
The Image
Science in Society
The Inclusive Museum
Collaborative Practice in Initial Teacher Education
Views: 171
- Title: Collaborative Practice in Initial Teacher Education: The Use of Paired Subject Placements in the School Practicum
- Author(s): Pete Sorensen, John Sears
- Publisher: Common Ground Research Networks
- Collection: Common Ground Research Networks
- Series: The Learner
- Journal Title: The International Journal of Learning: Annual Review
- Keywords: Peer Learning, Teacher Education, Collaboration
- Volume: 11
- Issue: 1
- Date: October 01, 2005
- ISSN: 1447-9494 (Print)
- ISSN: 1447-9540 (Online)
- DOI: https://doi.org/10.18848/1447-9494/CGP/v11/58682
- Citation: Sorensen, Pete, and John Sears. 2005. "Collaborative Practice in Initial Teacher Education: The Use of Paired Subject Placements in the School Practicum." The International Journal of Learning: Annual Review 11 (1): 0-0. doi:10.18848/1447-9494/CGP/v11/58682.
All Rights Reserved
Copyright © 2005, Common Ground Research Networks, All Rights Reserved
Abstract
This paper reports on research on pre-service teacher education which suggests that the use of paired subject placements in the school practicum can enhance learning.
