Exploring contextual factors shaping teacher collaborative learning in a paired-placement

Abstract This paper examines contextual factors shaping teacher learning in a paired-placement teaching practicum in Vietnam. The study draws on third generation activity theory and Vygotsky's concepts of mediation and genetic method to conceptualise ‘context’ and how context shapes learning. Multi-layered forces were found to shape the pre-service teachers' learning to teach in their paired-placement. These forces include the teachers' prior experience, the shift to unconventional teaching, the teacher education programmatic features, and other sociocultural aspects. Beyond reporting the contextual factors influencing teacher learning, the study offers a novel approach to conceptualising and contextualising teacher learning in such collaborative settings.