[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597397-105":59,"doc-detail-597397-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","learning-to-teach-collaboratively-the-use-of-subject-pairs-in-the-school-practicum","Learning To Teach Collaboratively - The Use of Subject Pairs in the School Practicum","","The paper examines initial teacher preparation models that rely on school practicum placements pairing one student teacher with one cooperating teacher or mentor. Drawing on research from the secondary level, it argues that subject-pair placements can better support professional learning than individual placements. The discussion situates these findings within broader shifts toward school–university partnership, expanded mentoring roles, and increased expectations for time in schools.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-to-teach-collaboratively-the-use-of-subject-pairs-in-the-school-practicum/597397/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-to-teach-collaboratively-the-use-of-subject-pairs-in-the-school-practicum/597397.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",12,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does the paper identify as the dominant model of initial teacher preparation?","Question",{"text":113,"@type":114},"It describes a practicum model where a single student teacher is placed with a single cooperating teacher or mentor in one subject area.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the paper argue subject-pair placements can improve outcomes?",{"text":118,"@type":114},"It reports research suggesting placing student teachers in subject pairs can be more conducive to effective professional learning than placing them individually.",{"name":120,"@type":111,"acceptedAnswer":121},"Why does the paper connect subject-pair practicum practices to broader school-improvement and professionalism trends?",{"text":122,"@type":114},"It links the practicum changes to increased emphasis on collaboration, a culture of learning in effective schools, and the idea of teacher professionalism grounded in collegial cooperation.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},597397,1792116567,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":26,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Learning To Teach Collaboratively:  \nThe Use of Subject Pairs in the School Practicum.  \nby Peter Sorensen, University of Nottingham  \nAbstract  \nThe dominant models of initial teacher preparation have relied primarily on a school-based practicum where a single student is placed with a single ‘cooperating teacher’ or ‘mentor’. This paper reports on a number of research projects of teacher preparation at the secondary level suggesting that placing student teachers in subject pairs can be more conducive to effective professional learning than placing them individually.  \nIntroduction  \nThe dominant models of initial teacher preparation in many countries have been built around a university-or college-based theoretical input and a school-based practicum. In the practicum it has been common practice to place a single student in a given subject area with a single‘cooperating teacher’ or ‘mentor’. Thus Bullough et al (2003), drawing on research from Europe and North America, note that this pattern has ‘remained little changed for 50 years’. However, recent developments in the United Kingdom and elsewhere—some of which are described in this special issue of the Canadian Journal of Educational Administration and Policy—have seen an increased emphasis placed on the notion of partnership between schools and universities. They have also seen a growing expectation that in postgraduate preservice courses, two thirds of a student’s time be spent in schools. These changes have led to the emergence of a new and expanded mentoring role for teachers and a focus on collaboration between university-based tutors, mentors and students. As a result, there is now a considerable body of literature drawing on research into mentoring and the use of collaborative practices to support student teachers’learning (Arthur et al. (1997), Furlong and Maynard (1995), Haggard et al. (1993), as well as Youens & Bayley, Coyle, Serebrin & Rhz, in this issue) .  \nThere have been parallel developments in teacher education in many other countries. Thus, in the United States, there has been a focus on mentoring as a means of supporting beginning teachers and helping to reform schools (Holmes Group 1990; Little, 1990) . In recent years, as well, studies of mentoring on a variety of programs have been reported from across the world (e.g Romania (Ciascai, 2001), Zimbabwe (Mtetwa and Thompson, 2000), Scotland (O’Brien and MacBeath, 1997) and Australia (Long, 1997) . Comparative studies of practice in different countries, such as Wang (2001), have identified a number of issues to consider in the design of effective mentoring programs and these have clear investment implications. However, such investment has often been lacking. Thus Pierce & Miller (1994), looking at the implementation of mentoring programs in the United States, reported on the pressures on faculties in several states to reduce funding for work with schools. Other studies show that the school-based mentors themselves are often given little time, compensation or recognition for their efforts (Sorensen et al, 2002; Wynn & Kromrey, 1999), making it difficult to develop the collaborative practices advocated. This article examines an alternative to the dominant model, based on placing students  \ntogether as a subject pair during the practicum, and argues that such an arrangement provides benefits for the student teachers, mentors and school as a whole.  \nIn considering changes to initial teacher education it is important to put these in the context of developments in teachers’ work in schools and more general issues of what constitutes teacher professionalism (see Hall, Fisher, Piquemal, and Seifert, in this issue) . Parallels can be drawn between the recent changes in initial teacher education outlined above and whole school initiatives aimed at developing collaborative practice. Thus in-service training and professional development courses linked to school improvement have included an increased emphasis on teache","cbCaippzOHdOfnb4","https://ap.wps.com/l/cbCaippzOHdOfnb4","pdf",106230,24,"English","# Abstract\n# Introduction\n## Traditional practicum and mentoring models\n## School–university partnership and expanded mentoring\n## International mentoring developments and investment issues\n## Alternative practicum: subject pair placements\n## Collegial school structures and professional learning","[{\"question\":\"What does the paper identify as the dominant model of initial teacher preparation?\",\"answer\":\"It describes a practicum model where a single student teacher is placed with a single cooperating teacher or mentor in one subject area.\"},{\"question\":\"How does the paper argue subject-pair placements can improve outcomes?\",\"answer\":\"It reports research suggesting placing student teachers in subject pairs can be more conducive to effective professional learning than placing them individually.\"},{\"question\":\"Why does the paper connect subject-pair practicum practices to broader school-improvement and professionalism trends?\",\"answer\":\"It links the practicum changes to increased emphasis on collaboration, a culture of learning in effective schools, and the idea of teacher professionalism grounded in collegial cooperation.\"}]","Learning To Teach Collaboratively - The Use of Subject Pairs in the School Practicum | PDF",1792084936]