Significant Others‐‐the primary student view of practice in schools

Summary Primary students in the final year of their Bachelor of Education course were invited to give their views on two differently supervised block placements at this time of increased teacher involvement in initial teacher education. They were asked to identify who had been significant for their experience in a mentored and non‐mentored programme, including an identification of the type and value of support received. Their responses are analysed in the context of changing supervision patterns, divisions of roles and sharing of responsibilities. The responses indicate that whilst students value many aspects of their time in school, there is not a single significant other and that good practices in one context can be negative aspects in another. The affective dimension of students’ perceived needs is highlighted and the prominent part taken by other students is recognised. Areas for further investigation are identified and findings are discussed in the light of other recent studies of school‐based training.