School Placement: Problematising Notions of the ‘Good’ Placement

Abstract

This chapter focuses on the school placement element of Initial Teacher Education provision. It opens with an examination of a range of issues characterising research and writing about placement at global level before considering the vernacular nuances of the Scottish context. The chapter then turns to the problematic matter of quality in teaching practice and argues against reifying school placement as something that exists separate or apart from the student teachers who participate in it. It challenges simplistic analyses of the quality of the placement in terms of external provision through supportive mentoring relationships within a welcoming organisational culture. Drawing on data from the author's recent research, the relational nature of the school placement is emphasised and an argument promoted that individual student teachers make significant contributions to the nature of the support they experience on placement. Implications for further research are considered in the conclusion.

Citation

Johnston, D.H. (2020), "School Placement: Problematising Notions of the ‘Good’ Placement", Shanks, R. (Ed.) Teacher Preparation in Scotland (Emerald Studies in Teacher Preparation in National and Global Contexts), Emerald Publishing Limited, Leeds, pp. 111-123. https://doi.org/10.1108/978-1-83909-480-420201010