A Peer Assisted Learning (PAL) Approach to Pre-Service Teacher Professional Experiences in Australia: Organisational Friendships

Autor/inn/en	Bone, Kate; Bone, Jane; Grieshaber, Sue; Quinones, Gloria
Titel	A Peer Assisted Learning (PAL) Approach to Pre-Service Teacher Professional Experiences in Australia: Organisational Friendships
Quelle	In: Asia-Pacific Journal of Teacher Education, 47 (2019) 4, S.347-360 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quinones, Gloria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-866X
DOI	10.1080/1359866X.2018.1539215
Schlagwörter	Preservice Teachers; Foreign Countries; Preschool Teachers; Foreign Students; Peer Relationship; Friendship; Graduate Students; Collegiality; Student Teaching; Mentors; Australia; Asia + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Peer-Beziehungen; Freundschaft; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kollegialität; Teaching practice; Unterrichtspraxis; Australien; Asien
Abstract	This study explored how students (pre-service teachers) benefit from the support of having a peer with them during their first professional experience in preschool contexts, utilising a PAL (Peer Assisted Learning) approach. International students at a large Australian University were interviewed as part of this qualitative study. We found that peer engagement facilitated the development of friendships and social support among participants. Discussion is situated within a sociological framework of organisational friendship. This study extends conceptions of organisational friendships beyond managerial imperatives and peer relationships are highlighted as supportive, not competitive, engagements. The PAL approach highlights the benefit of collaborative professional learning. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01