Learning to teach as a two-sided endeavor: mentors’ perceptions of paired practicum in initial teacher education

ABSTRACT

In this article, mentors’ perceptions of paired practicum in initial teacher education in Sweden are studied. Taking the mentors’ perspective, we describe the potentials and the pitfalls of paired practicum. The pros and cons of the model are analyzed from a  perspective of learning the vocation of teaching as a two-sided endeavor. Inspired by a modified Aristotelian perspective, we use the terms participant knowledge and spectator knowledge to conceptualize the learning of two different forms of knowledge. Qualitative data were gathered through interviews with five mentors and analyzed using an abductive process. The analysis reveals that paired practicum facilitates a potential for learning mainly a distanced and propositional spectator knowledge while the learning of a contextual and practical participant knowledge seems to be obstructed. For instance, paired practicum seems to prolong the peripheral position of the students and their opportunities to gain participatory knowledge. Results also show that there is a discrepancy between the pedagogical intentions of paired practicum and the concrete possibilities for realizing these in practice. The limitations of the paired practicum model, and how these can be overcome, both at individual and organizational level, are highlighted.

KEYWORDS:

• Paired practicum
• mentors´ perspectives
• participant knowledge
• spectator knowledge
• initial teacher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Sandra Jederud

Sandra Jederud is a doctoral student at the School of Education, Communication and Culture at Mälardalen University. She is involved in teacher education as well as conducts research within teacher education. Her research concerns specifically practice within teacher education and cooperative practices between University and schools.

Johannes Rytzler

Johannes Rytzler is a Senior Lecturer at the School of Education, Communication and Culture at Mälardalen University. He conducts research within philososophy of education as well as educational theory. He is particularly interested in theoretical analysis of educational concepts and phenomena. He is involved in teacher education, as both teacher and organizer, and conducts research on cooperative pracitices between the University and the surrounding society.

Per Lindqvist

Per Lindqvist is a professor in education at Lineaus university and Mälardalen university. His special interests are teacher education, the teaching profession, teachers´ work, life and knowledge.