suggested that there might be potential for the observation to become an within a class with learners: ‘activity’ looking at a recorded session, so as a of learners, okay “….jointly you know, this tutor has tried this activity out with these learners, you know, we wanted some feedback how you think this is working for these learners, what is it that you see…[…]… you know. .. […] …15 – 20 minutes of an activity.” (Pat, Int11) Pat had strong feelings about this and the need for the onus to be on the to be gathering that information, because it’s information actually “teacher that’s important for and their teaching…” (Pat, Int11 Pat’s emphasis them – on comments). There is a consensus between Pat’s and Gerry’s views (5.2.3: 143 - 145) on this issue: the process is for the development of the teacher. However, this research wanted to position this not only with the ‘development’ member of teaching staff, but also with the learner. When looking at the data from the interviews, and considering the context within which this research might have potential to develop, we need to remember that these learner participants are also teachers. As such, they may by the very nature of their learning and experiences be – ‘histories’ – pre-determined to engage with opportunities to observe teaching and learning: their perceived trajectories may thus be different by default of this background. When learners become involved in such activities, ‘DTLLS’ rather than the broader context of the actual experienced by the ‘learning’ student: they will probably be thinking far more about teaching techniques “…. and learning techniques and passing comments about that…” (Pat, Int11)
suggested that there might be potential for the observation to become an ‘activity’ within a class with learners: “….jointly looking at a recorded session, so as a of learners, okay you know, this tutor has tried this activity out with these learners, you know, we wanted some feedback how you think this is working for these learners, what is it that you see…[…]… you know. .. […] …15 – 20 minutes of an activity.” (Pat, Int11) Pat had strong feelings about this and the need for the onus to be on the “teacher to be gathering that information, because it’s information actually that’s important for them and their teaching…” (Pat, Int11 – Pat’s emphasis on comments). There is a consensus between Pat’s and Gerry’s views (5.2.3: 143 - 145) on this issue: the process is for the development of the teacher. However, this research wanted to position this ‘development’ not only with the member of teaching staff, but also with the learner. When looking at the data from the interviews, and considering the context within which this research might have potential to develop, we need to remember that these learner participants are also teachers. As such, they may – by the very nature of their learning ‘histories’ and experiences – be pre-determined to engage with opportunities to observe teaching and learning: their perceived trajectories may thus be different by default of this background. When ‘DTLLS’ learners become involved in such activities, rather than the broader context of the actual ‘learning’ experienced by the student: “…. they will probably be thinking far more about teaching techniques and learning techniques and passing comments about that…” (Pat, Int11)
Observations_a%20vehicle%20for%20enabling%20learner%20voice%20and%20developing%20expert%20learners.docx