A Peer Assisted Learning (PAL) approach to pre-service teacher professional experiences in Australia: organisational friendships

Kate Bone, Jane Bone, Sue Grieshaber, Gloria Quinones

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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.

Original languageEnglish
Pages (from-to)347-360
Number of pages14
JournalAsia-Pacific Journal of Teacher Education
Issue number4
Publication statusPublished - 2019


  • international students
  • organisational friendship
  • Peer Assisted Learning (PAL)
  • pre-service teachers
  • professional experience

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