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

9 Citations (Scopus)

Abstract

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
Volume39
Issue number3
Early online date27 Feb 2013
DOIs
Publication statusPublished - 2013

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student teacher
university
teacher
school
experience
tutor
educational system
dialogue
education

Keywords

  • partnerships
  • pre-service teacher education
  • field experiences

Cite this

Enhancing feedback in student-teacher field experience in Scotland : the role of school-university partnership. / MacDougall, Lindsay; Mtika, Peter; Reid, Irene ; Weir, Douglas.

In: Professional Development in Education, Vol. 39, No. 3, 2013, p. 420-437.

Research output: Contribution to journalArticle

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