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      Maximizing vocational teachers' learning: The feedback discussion in the observation of teaching for initial teacher training in further education

      research-article
      London Review of Education
      IOE Press
      VOCATIONAL TEACHERS, TEACHER OBSERVATIONS, FURTHER EDUCATION
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            Abstract

            This paper draws on case-study research that focused on teaching observations conducted as part of vocational teachers' initial teacher training (ITT) in further education (FE) colleges in England. It analyses the post-observation feedback discussion, drawing on a rich sociocultural tradition within work-based learning literature. It argues that the feedback discussion provides a learning space that is particularly important for vocational teachers who cross boundaries from vocational contexts to learn to become teachers. To maximize learning from observation, vocational teachers need time and opportunity to develop their practice with others who mediate their learning and development.

            Content

            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 March 2015
            : 13
            : 1
            : 3-15
            Article
            1474-8460(20150301)13:1L.3;1- s2.phd /ioep/clre/2015/00000013/00000001/art00002
            10.18546/LRE.13.1.02
            ba8d035f-a99d-48fd-823f-e3f78b1883e2
            Copyright @ 2015
            History
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            FURTHER EDUCATION,VOCATIONAL TEACHERS,TEACHER OBSERVATIONS

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