Collaborative professional learning through observing practice

Cardow, A. M. (2022) Collaborative professional learning through observing practice. In: Eady, S., Essex, J., Livingston, K. and McColl, M. (eds.) Mentoring Teachers in Scotland: a Practical Guide. Series: Mentoring trainee and early career teachers. Routledge, pp. 130-145. ISBN 9780367405984 (doi: 10.4324/9780429356957-13)

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Observations of practice form one of the key components of teacher induction programmes in Scotland. This chapter examines considerations to be given in effectively supporting new teachers through observing their practice. It recognises the prime importance of the supporter and the new teacher working within a relationship founded on trust and respect. It establishes the central importance of this relationship in working to positively address the developing identity and autonomy of the new teacher. It highlights this as facilitating the requirements for effective observations of practice, these being understanding and using mentoring approaches to carry out observations; and the need for honest, critical appraisal and appropriate challenge, together with the provision of well-judged and structured support. The chapter looks at planning, delivery and reflective evaluation as key components of observations. It provides a practical guide to the process, illustrating ways in which observations can be conducted, evidence recorded and feedback provided to support ongoing professional learning, through collaboration, and provides resources to support this.

Item Type:Book Sections
Glasgow Author(s) Enlighten ID:Cardow, Mrs Andrea
Authors: Cardow, A. M.
College/School:College of Social Sciences > School of Education
Published Online:19 May 2022

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