Constructing ‘good teaching’ through written lesson observation feedback

Puttick, S. and Wynn, J. (2020) Constructing ‘good teaching’ through written lesson observation feedback. Oxford Review of Education. ISSN 1465-3915

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Abstract

This paper explores the ways in which ‘good teaching’ is constructed through mentors’ written lesson observation feedback during Initial Teacher Education (ITE). Written lesson observation feedback has received little research attention, yet represents a potentially powerful activity for teachers’ development. It is also an important aspect of direct university-school-beginning teacher collaboration which is common across diverse programmes and ITE partnerships internationally. Data were collected from written lesson observation feedback given to beginning teachers (n=127) on one ITE programme in England across one year to a total of 508 lessons, and analysed through a typology of competing conceptions of teaching defined by Winch et al.; craft, executive technician, and extended professional. This data suggests that teaching is predominantly constructed through mentors’ written feedback as a craft or technical activity. In response, we argue that there is scope to broaden the evidence considered, in particular, by bringing observed insights about beginning teachers’ practice into dialogue with research evidence in order to construct a more expansive vision of teaching as a professional endeavour. Using this theoretical framework highlights the important contribution written lesson observation feedback might offer to broader attempts seeking to improve teachers’ engagement with research evidence.

Item Type: Article
Additional Information: © 2020 Oxford Review of Education. This is an author accepted manuscript of a paper subsequently published in Oxford Review of Education. Uploaded in accordance with the publisher's self-archiving policy.
Keywords: Written feedback initial teacher education lesson observation
Divisions: School of Teacher Development
Depositing User: Jenny Wynn
Date Deposited: 02 Oct 2020 09:00
Last Modified: 04 Jan 2021 11:29
URI: https://bgro.repository.guildhe.ac.uk/id/eprint/775

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