A Peer Assisted Learning (PAL) approach to pre-service teacher professional experiences in Australia: organisational friendships. Issue 4 (8th August 2019)

• Record Type: Journal Article
• Authors: Bone, Kate; Bone, Jane; Grieshaber, Sue; Quinones, Gloria
• Is Part Of: Asia-Pacific journal of teacher education. Volume 47:Issue 4(2019)
• Page Start: 347
• Page End: 360
• Publication Date: 2019-08-08
• Subjects: Peer Assisted Learning (PAL) -- organisational friendship -- international students -- pre-service teachers -- professional experience; Teachers -- Training of -- Australasia -- Periodicals; Teachers -- Training of -- Pacific Area -- Periodicals; 370.71095
• DOI: 10.1080/1359866X.2018.1539215
• Languages: English
• ISSNs: 1359-866X

Abstract

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.