The purpose of this study was first, to determine the overall level of satisfaction (LOS) of triad members with the 15-week paired-placement student teaching experience, and second, in order to explore how triad relationships were linked to LOS, we focused on two aspects of social network theory: mutuality and homophily (Kadushin, 2012).
Method:
Participants in this study were physical education student teachers (n=22) in a paired placement in secondary schools, and their mentor teachers (n=11). This study employed a qualitative approach, and the following data collection methods were used: semi-structured interviews with all participants at the end of students teaching to examine their perceptions of the experience, field notes of school visits, and semi-structured interviews of the interviewers.
Analysis/Results:
Interview data were transcribed and analyzed using the constant comparative method. Respondent validation, triangulation, use of a peer debriefer and auditor were utilized as part of the analysis. Results showed that five triads were satisfied with paired placement, four were partially satisfied, and two were dissatisfied. Two global themes were identified from the data: cohesiveness and collaboration. Satisfied triads had high triad cohesion as evidenced by mutuality and/or homophily, and mentor teachers who followed an effective hands- on to hands off continuum in working with the student teachers in the triad. They also had collaborative student teachers who brainstormed together and gave each other support and feedback. Partially Satisfied and Dissatisfied triads had low triad cohesion due to lack of mutuality and homophily, mentor teachers who followed an ineffective hands-on to hands-off continuum, and student teacher inequality. They also had uncollaborative student teachers as evidenced by a lack of collaborative planning and unequal student teacher efforts.
Conclusions:
Based on the findings of this study, it is important to place triad members based on common attributes and values. Second, regarding student teacher competency and confidence, it seems wise to place student teachers who are either equally average or equally strong together. However, with weaker student teachers, a solo experience is recommended where they can benefit from the attention of a nurturing mentor teacher without the comparison with a stronger partner.