Abstract
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 language | English |
|---|---|
| Pages (from-to) | 66-76 |
| Number of pages | 11 |
| Journal | Teaching and Teacher Education |
| Volume | 39 |
| Early online date | 13 Jan 2014 |
| DOIs | |
| Publication status | Published - Apr 2014 |
Keywords
- Joint observation
- Collaborative partnership
- Field experience
- Teacher education
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Dive into the research topics of 'Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives'. Together they form a unique fingerprint.Profiles
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Dean Robson
- Education, Initial Teacher Education (ITE) - Senior Lecturer (Scholarship)
Person: Academic Related - Scholarship
Impacts
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Scottish Teachers for a new Era (STNE)
Laura Colucci-Gray (Participant), Donald Gray (Participant), Rachel K Shanks (Participant), Dean Robson (Participant), Peter Mtika (Participant), Roseanne Fitzpatrick (Participant) & Edward Mawusi Sosu (Participant)
Impact: Policy