ABSTRACT
Collaboration amongst teachers is a well-established part of most effective teaching contexts. This is no less the case for mentors with pre-service teachers, in either solo, paired or multiple placements. This chapter draws on research evidence to explore some of the collaborative experiences which can be modelled by practice-based mentors for beginning teachers of mathematics to provide them with a grounding in developing similar forms of collaborative practice during their training and in their future teaching careers. We also examine the affordances and constraints of models of practice-based paired placements and address theoretical perspectives which provide mentors with a framework for decision-making in relation to the individual needs of pre-service teachers in these collaborative learning settings.
