NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1356265
Record Type: Journal
Publication Date: 2022
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1941-5257
EISSN: EISSN-1941-5265
Developing Teachers: Adopting Observation Tools That Suspend Judgement to Stimulate Evidence-Informed Dialogue during the Teaching Practicum to Enrich Teacher Professional Development
Windsor, Sally; Kriewaldt, Jeana; Nash, Melanie; Lilja, Annika; Thornton, Jane
Professional Development in Education, v48 n4 p642-656 2022
This research involves two case studies, one in Melbourne, Australia the other in Gothenburg, Sweden, that focus on how using observation tools to gather classroom evidence of teaching and learning promoted opportunities to discuss and develop professional practice. We found that dialogues between pre-service teachers and more experienced practicing teachers after an observed lesson were richer and more nuanced in their feedback when evidence was gathered and presented in a common way. The feedback provided in these dialogues was utilised in an ongoing manner when the evidence took the form of an observation tool that was provided to the pre-service teachers. Crucially these observation tools prompted pre-service teachers and their supervising teachers to attend to evidence of learning in their classes and make their reasoning and choices in practice transparent. The concepts of relational agency, communities of practice, and practice architectures provide the analytic framework for this study. Our findings suggest that in both cases formalisation of evidence-informed professional dialogues between pre-service teachers, mentors and others, can create further opportunities for professional development, provide a safe framework to interpret and expand the 'object of activity', and gain deeper understanding of the 'doings, sayings and relatings' in communities of teaching practice.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden; Australia
Grant or Contract Numbers: N/A