Constructing 'good teaching' through written lesson observation feedbackThis 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.
Student teachers' beliefs about diversity: analysing the impact of a 'diversity week' during Initial Teacher EducationThis paper reports findings from a week of enrichment placements framed around 'diversity' within a secondary Initial Teacher Education (ITE) programme in England. We outline the demographics of the county -a largely rural, white county in the East Midlands of Englandand describe the challenges this presents for ITE. A mixed methods approach was used to study student teachers' (n=56) beliefs about diversity, generating data through: pre-and post-survey of beliefs and attitudes; student-created reflective videos; journaling; and one preand post-diversity week interview. The findings reveal shifts in student teachers' perceptions about gender, race, and sexuality, and these attitudinal shifts were more significant in those attending all week than those attending only the first day. This is particularly interesting because for some topics the only formal input was on the first day, and so we argue for the importance of time and space for creative reflection in beginning teachers' professional development.
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