Enhancing feedback in student-teacher field experience in Scotland: the role of school-university partnership

Lindsay MacDougall, Peter Mtika, Irene Reid, Douglas Weir

Research output: Contribution to journalArticle

10 Citations (Scopus)


This article examines school–university partnership and formative feedback
within student-teacher field experience. It utilises data from university tutors,
student-teachers and supporter teachers to evaluate how these three partners
engaged in formative feedback. The qualities of a three-way dialogue about stu-
dent-teacher progress, and the issues that militate against feedback being used to 10
maximise professional development, are examined. The findings are discussed
both in terms of the theory and practice of field experience but more in terms of
the policy issues that arise for the Scottish educational system, which is
currently engaged in reviewing the continuum of teacher education.
Original languageEnglish
Pages (from-to)420-437
Number of pages18
JournalProfessional Development in Education
Issue number3
Early online date27 Feb 2013
Publication statusPublished - 2013



  • partnerships
  • pre-service teacher education
  • field experiences

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