Learning as Peers in Practice ‐ an Obstacle or Support for Student Teachers’ Vocational Learning?

Abstract

Re-organization of practicum within Initial Teacher Education in Sweden has initiated changes of support for student teachers. This article discusses learning during practice, where student teachers are placed with peer students, and what this method of learning indicates how student teachers should learn the profession of teaching. This article examines perceived consequences when student teachers collaborate during practice within ITE. I make use of the concepts of participatory perspective, where practical knowledge is learned through taking part in practice, and spectator perspective, where practical knowledge is learned through reflecting together with peers. This article illuminates how different forms of learning are experienced and valued in this part of teacher education. A case study was conducted among ITE preschool students implementing their final period of practice. Findings show that when student teachers implement practice together, perceptions are that learning through a spectator perspective is seen as an obstacle for learning the profession of teaching authentically.