Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives

Peter Mtika*, Dean Robson, Roseanne Fitzpatrick

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

23 Citations (Scopus)
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This article explores joint observation implemented as part of a partnership between schools and a teacher education institution during field experience (practicum) from the perspectives of student teachers, supporter (cooperating) teachers and tutors (university teacher educators). Joint observation comprising the viewing of student teacher practice in the classroom context by supporter teacher and tutor, and related tripartite dialogue, were implemented with a view to strengthening such collaborative partnership. In this exploratory study, qualitative and quantitative data were collected using semi-structured interviews and questionnaires. Findings identified the benefits and challenges of joint observation. Implications of the study are discussed. 

Original languageEnglish
Pages (from-to)66-76
Number of pages11
JournalTeaching and Teacher Education
Early online date13 Jan 2014
Publication statusPublished - Apr 2014


  • Joint observation
  • Collaborative partnership
  • Field experience
  • Teacher education

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