Twenty-fifth International Conference on Learning

Abstract

This study explored how students benefit from the support of having a peer with them during their first professional placement in preschool contexts As part of their qualification student teachers are required to go into classrooms to practise their teaching skills and learn about the workplace. This project was underpinned by a PAL (Peer Assisted Learning) approach. A group of students were interviewed which provided in-depth data about their experience of being with a peer. Encouraging peer engagement facilitated the development of friendships and increased experiences of social support and wellbeing among participants. Findings from this project extend conceptions of organisational friendships beyond managerial imperatives, and extend the PAL approach beyond pedagogy, in order to consider the intrinsic value of friendship to pre-service teachers during placement. The intended outcome of this research is to support change and transformation for international students on their pathway to becoming educators in Australia. Encouraging friendship in this context is also considered a way to counteract competitive attitudes that easily prevail in difficult times.