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<p>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.</p>

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

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年8月19日

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  • Kylie Murphy,
  • Steve Murphy,
  • Siobhan O’Brien,
  • Simone Cutting

摘要

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.