ERIC Number: EJ1421971
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2054-5266
Available Date: N/A
Professional Partnership between Universities and Schools: The Use of a Diagnostic Tool to Support Development of Student Teachers' Professional Skills
Hazel Crichton; Francisco Valdera Gil
Teacher Education Advancement Network Journal, v7 n1 p14-24 2015
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.
Descriptors: Partnerships in Education, Diagnostic Teaching, Professional Development, Student Teachers, Skill Development, Check Lists, Feedback (Response), Student Teacher Evaluation, Foreign Countries, At Risk Students, Mentors
University of Cumbria. LED Research Centre, Fusehill Street, Carlisle, Cumbria, England CA1 2HH. Tel: +44-1228-616338; Web site: https://ojs.cumbria.ac.uk/index.php/TEAN
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A
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