Investigating peer placements in learning to teach: Communication, support, and reflection

This dissertation focuses on preservice teacher education students in paired field placements in elementary school classrooms. In particular, the study is an analysis of reflective practices and peer relationships of two separate pairs of teacher education students placed in a field setting during a one semester elementary education literacy practicum. The study discusses conceptions of reflection, from the perspective of teacher education literature as well as from the teacher education students. The study also discusses how reflection takes place during the practicum experience, as well as how the peer interactions and contexts constrain as well as encourage reflective practice. The teacher education program in which these teacher education students are enrolled encourages a critical, social justice orientation, yet the data shows their reflective practices to be technical and practical in nature. The peer placements are found to facilitate reflective practice, as well as provide kinds of support and communication not available to teacher education students placed without a peer.