Professional partnership between universities and schools: the use of a diagnostic tool to support development of student teachers’ professional skills

Crichton, H. and Valdera-Gil, F. (2015) Professional partnership between universities and schools: the use of a diagnostic tool to support development of student teachers’ professional skills. Teacher Education Advancement Network Journal, 7(1), pp. 14-24.

Abstract

This paper describes a case study concerning a student teacher at risk of failing a teaching placement, who was supported by colleagues and university tutors through the use of a diagnostic tool in the form of a checklist. The checklist comprised a number of categories relating to aspects of teaching and learning within the classroom and was used consistently by staff to provide feedback to the student and as a basis for discussion and evaluation of his lessons. Scrutiny of the checklists, completed over a four week period, staff questionnaires and staff and student interviews indicate that the student and teaching staff found the tool user friendly and helpful in identifying areas of good practice and those requiring development. Other benefits for the student included the development of a pro-active approach to planning lessons and reflection on practice. The tool may be useful as a means of providing formative feedback and initiating dialogue relating to practice, particularly at an early stage of a teaching career.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Crichton, Dr Hazel and Valdera-Gil, Dr Francisco
• Authors: Crichton, H., and Valdera-Gil, F.
• College/School: College of Social Sciences > School of Education > Pedagogy Policy and Practice; College of Social Sciences > School of Education > Pedagogy, Praxis & Faith
• Journal Name: Teacher Education Advancement Network Journal
• Publisher: University of Cumbria
• ISSN: 2054-5266
• Copyright Holders: Copyright © 2015 University of Cumbria
• First Published: First published in Teacher Education Advancement Network Journal 7(1):14-24
• Publisher Policy: Reproduced with the permission of the publisher