"Oh God, She is Looking at Every Little Thing I am Doing!" Student Teachers' Constructions of the Observation Experience
Year: 2013
Type: article
Abstract: This qualitative study examines the variance in the ways that four student teachers made meaning of the experience of being observed by their cooperating teachers and university supervisors. Using Kegans (1994) theory of cognitive development, the study focuses on the differences in the ways the teacher candidates constructed the prospect of being observed, and the varied ways they received and interpreted feedback. The study found that for two of the participants feedback from a mentor was very important to their teaching identity; because of this observations were both significant and anxiety inducing. However the second two participants were able to remove their identities from feedback and thus felt observations were an opportunity to think about how to improve their teaching. The participants also differed in whether they expected the post observation conference to be a time to receive expert knowledge or to discuss solutions and best practice.
Source: Current Issues in Education
Author: Victoria Fantozzi
Institution: Manhattanville College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W1920708836