TY - JOUR
T1 - Prospective and Mentor Teacher Perspectives on Co-learning Events
AU - Turner, Erin
AU - Blackburn, Chantel
PY - 2016/8/7
Y1 - 2016/8/7
N2 - One response to the disconnect between principle-based university methods courses and practice-oriented elementary school classrooms has been to create co-learning spaces by bringing prospective teachers (PSTs), practicing mentor teachers (MTs), and teacher educators together to explore key ideas related to teaching and learning. The purpose of this study was to examine MTs’ and PSTs’ perspectives on their experiences in co-learning events designed to maximize co-construction of knowledge that might lessen the gap between theory and practice. Findings from the analysis of interviews with 16 PSTs and 22 MTs included numerous benefits of co-learning events, including opportunities for (a) MTs to learn about PSTs’ world and build relationships; (b) PSTs to learn from MTs’ practical knowledge; and (c) to foster diverse perspectives and mutually beneficial collaboration. Participants also described tensions related to positioning MTs and PSTs in collaborative roles. Implications for the design of co-learning events in teacher education are discussed.
AB - One response to the disconnect between principle-based university methods courses and practice-oriented elementary school classrooms has been to create co-learning spaces by bringing prospective teachers (PSTs), practicing mentor teachers (MTs), and teacher educators together to explore key ideas related to teaching and learning. The purpose of this study was to examine MTs’ and PSTs’ perspectives on their experiences in co-learning events designed to maximize co-construction of knowledge that might lessen the gap between theory and practice. Findings from the analysis of interviews with 16 PSTs and 22 MTs included numerous benefits of co-learning events, including opportunities for (a) MTs to learn about PSTs’ world and build relationships; (b) PSTs to learn from MTs’ practical knowledge; and (c) to foster diverse perspectives and mutually beneficial collaboration. Participants also described tensions related to positioning MTs and PSTs in collaborative roles. Implications for the design of co-learning events in teacher education are discussed.
KW - elementary education
KW - hybrid learning spaces
KW - mentoring
KW - pre-service teacher education
UR - http://www.scopus.com/inward/record.url?scp=84988329624&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84988329624&partnerID=8YFLogxK
U2 - 10.1080/13611267.2016.1235010
DO - 10.1080/13611267.2016.1235010
M3 - Article
AN - SCOPUS:84988329624
VL - 24
SP - 271
EP - 289
JO - Mentoring and Tutoring: Partnership in Learning
JF - Mentoring and Tutoring: Partnership in Learning
SN - 1361-1267
IS - 4
ER -