Super Vision: The Role of Remote Observation in The Professional Learning of Student Teachers and Novice Placement Tutors

TechTrends ◽  
2019 ◽  
Vol 63 (6) ◽  
pp. 703-710
Author(s):  
Brendan Mac Mahon ◽  
Seán Ó Grádaigh ◽  
Sinéad Ní Ghuidhir
Keyword(s):  
Student Teachers ◽  
Professional Learning ◽  
Remote Observation

The Role of Remote Observation in the Professional Learning of Student Teachers and Novice Placement Tutors

2021 ◽  
pp. 327-338
Author(s):  
Brendan Mac Mahon ◽  
Seán Ó Grádaigh ◽  
Sinéad Ní Ghuidhir ◽  
Breandán Mac Gearailt ◽  
Emer Davitt
Keyword(s):  
Student Teachers ◽  
Professional Learning ◽  
Remote Observation

scholarly journals Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England

2019 ◽  
Vol 9 (2) ◽  
pp. 121-135 ◽  
Author(s):  
Lee Jerome ◽  
Victoria Brook
Keyword(s):  
Teacher Training ◽  
Student Teachers ◽  
Professional Learning ◽  
National Standards ◽  
Power Dynamics ◽  
Content Type ◽  
Initial Teacher Training ◽  
School Based ◽  
Comparison Approach

Purpose In 2016, the National Standards for School-based Initial Teacher Training (ITT) Mentors were published in England. The purpose of this paper is to critique these standards through a comparison of how others have framed and defined the role of the mentor, drawing on equivalent standards already published in nursing (2008) and social work (2012). Design/methodology/approach An analysis of three sets of professional standards was conducted by adapting the “constant comparison” approach in which the researchers sought to combine a form of inductive coding with comparison across the texts. This enabled the identification of a number of common themes and omissions across the three sets of standards. Findings The analysis revealed the ITT mentor standards provide a comparatively limited account of the role of the mentor, particularly in relation to the process of assessment, the power dynamics between mentors and student teachers, and the school as an institutional site for professional learning. Originality/value The study’s originality lies in the inter-professional comparative analysis, which revealed a number of potentially contentious issues not immediately apparent from a close textual analysis of the ITT mentor standards.

scholarly journals The voice, text, and the visual as semiotic companions: an analysis of the materiality and meaning potential of multimodal screen feedback

2021 ◽  
Author(s):  
Clare Tyrer
Keyword(s):  
Student Teachers ◽  
Research Literature ◽  
Written Feedback ◽  
Feedback Process ◽  
Teachers Perceptions ◽  
Initial Teacher Training ◽  
The Relationship ◽  
The Voice ◽  
Structured Video

AbstractThe gap between how learners interpret and act upon feedback has been widely documented in the research literature. What is less certain is the extent to which the modality and materiality of the feedback influence students’ and teachers’ perceptions. This article explores the semiotic potential of multimodal screen feedback to enhance written feedback. Guided by an “Inquiry Graphics” approach, situated within a semiotic theory of learning edusemiotic conceptual framework, constructions of meaning in relation to screencasting feedback were analysed to determine how and whether it could be incorporated into existing feedback practices. Semi-structured video elicitation interviews with student teachers were used to incorporate both micro and macro levels of analysis. The findings suggested that the relationship between the auditory, visual and textual elements in multimodal screen feedback enriched the feedback process, highlighting the importance of form in addition to content to aid understanding of written feedback. The constitutive role of design and material artefacts in feedback practices in initial teacher training pertinent to these findings is also discussed.

Exploring the impact of expert guidance from school-based mentors on student teachers’ professional learning

PRACTICE ◽  
2021 ◽  
pp. 1-11
Author(s):  
Colin Forster ◽  
Tracey Wire ◽  
Rachel Eperjesi ◽  
Ruth Hollier ◽  
Emma Howell ◽  
...  
Keyword(s):  
Student Teachers ◽  
Professional Learning ◽  
School Based ◽  
The Impact

ADHD and the role of medication: knowledge and perceptions of qualified and student teachers

2009 ◽  
Vol 24 (4) ◽  
pp. 423-436 ◽  
Author(s):  
Gazala Akram ◽  
A.H. Thomson ◽  
A.C. Boyter ◽  
Marion McLarty
Keyword(s):  
Student Teachers ◽  
Medication Knowledge

Creating Ongoing Online Support Communities through Social Networks to Promote Professional Learning

2013 ◽  
pp. 754-772
Author(s):  
Maria Elena Corbeil ◽  
Joseph Rene Corbeil
Keyword(s):  
Professional Development ◽  
Social Networking ◽  
Informal Learning ◽  
Professional Learning ◽  
Online Support ◽  
Graduate Courses ◽  
Professional Network ◽  
The Social ◽  
The Impact

Professionals who want to remain competitive in their fields are turning to Web 2.0 to learn the knowledge and skills they need in order to do their work more efficiently and effectively. Through a detailed description of how one instructor transformed his online graduate courses into dynamic, interactive, ongoing online learning communities that extended beyond the classroom, this chapter provides academics and practitioners a model for establishing a professional network that learners can participate in, and replicate in their workplaces for their professional development and informal learning. An overview of the role of social networking in creating professional development and informal learning opportunities for cognitive apprenticeship, knowledge brokering, and ongoing online support communities, as well as the results of a survey conducted on students’ perceptions of the impact of the social networking strategies and tools on their professional development and informal learning in and out of class will also be discussed.

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