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 oneyear 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. These data suggest 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 to construct a more expansive vision of teaching as a professional endeavour. This paper extends previous work on written lesson observation feedback through a larger scale empirical study, and by connecting the practice with broader attempts seeking to improve teachers’ engagement with research evidence.

摘要

本文探讨了在初始教师教育（ITE）期间，通过导师的书面课程观察反馈来构建“良好教学”的方式。书面的课堂观察反馈很少受到研究关注，但代表了教师发展的潜在强大活动。这也是直接的大学-学校-教师直接合作的重要方面，这在国际上各种计划和ITE伙伴关系中很常见。数据从书面课程观察反馈中收集到，这些反馈意见是在一年的英格兰一项ITE计划中提供给初任教师（n = 127）的，共508节课，并通过Winch等人定义的竞争性教学观念的类型学进行了分析： ，执行技术员和扩展的专业人员。这些数据表明，教学主要是通过导师的书面反馈（一种工艺或技术活动）来构建的。作为回应，我们认为，存在扩大研究证据的空间，特别是通过将观察到的有关初学者实践的见解与研究证据进行对话，以构建更广阔的教学视野来进行专业研究。本文通过更广泛的实证研究，并将实践与尝试提高教师对研究证据的参与度的更广泛尝试联系起来，扩展了以前在书面课程观察反馈方面的工作。尤其是通过将观察到的关于初学者的实践的见解与研究证据进行对话，以构建更广阔的教学视野，使之成为专业的事业。本文通过更广泛的实证研究，并将实践与尝试提高教师对研究证据的参与度的更广泛尝试联系起来，扩展了以前在书面课程观察反馈方面的工作。尤其是通过将观察到的关于初学者的实践的见解与研究证据进行对话，以构建更广阔的教学视野，使之成为专业的事业。本文通过更大规模的实证研究，并将实践与尝试提高教师对研究证据参与度的更广泛尝试联系起来，扩展了以前在书面课程观察反馈方面的工作。