This was actually a point taken up by Chris (one of the staff who was observed) during a discussion prior to the observations taking place. personally feel that it’s a very important process, erm, that learners “I have this opportunity, as, observations are something that we actively engage in, and it is about learning about ourselves, and thinking about how we move forward within our teaching practice…[… ] help us move forward and think about where we need to develop ourselves, how we can improve, how we can share best practice. How we can hold professional discussions and think about the learner.” (Chris, Int4) There was agreement about the need for, and the value of, these learning opportunities both for the learner and the teacher although such – – exchanges were discussed in relation to a process which was regarded as observation as the learners involved in this research are trainee ‘peer’ teachers. As such, they could be regarded as already having a degree of legitimate peripheral participation (communities of practice). Yet, Chris’ reflections also indicated that this was about albeit ‘discussion’ – ‘professional discussion’ and so there are leanings towards an ecological learning – perspective. So, does have to be situated in one framework or ‘knowledge’ the other, or can there be different locations dependent upon context? During the post-observation discussion between Alex and Gerry, there was an extended exchange of more than ten minutes during which the teaching partner, Gerry, picked up on one of Alex’s comments about learning being Alex felt that there was a need to provide learners with the ‘problematized’. the processes, the formulae, to problematize learning [whilst at the “systems, same time giving them] confidence and structure so that they can sail,
This was actually a point taken up by Chris (one of the staff who was observed) during a discussion prior to the observations taking place. “I personally feel that it’s a very important process, erm, that learners have this opportunity, as, observations are something that we actively engage in, and it is about learning about ourselves, and thinking about how we move forward within our teaching practice…[… ] help us move forward and think about where we need to develop ourselves, how we can improve, how we can share best practice. How we can hold professional discussions and think about the learner.” (Chris, Int4) There was agreement about the need for, and the value of, these learning opportunities – both for the learner and the teacher – although such exchanges were discussed in relation to a process which was regarded as ‘peer’ observation as the learners involved in this research are trainee teachers. As such, they could be regarded as already having a degree of legitimate peripheral participation (communities of practice). Yet, Chris’ reflections also indicated that this was about ‘discussion’ – albeit ‘professional discussion’ – and so there are leanings towards an ecological learning perspective. So, does ‘knowledge’ have to be situated in one framework or the other, or can there be different locations dependent upon context? During the post-observation discussion between Alex and Gerry, there was an extended exchange of more than ten minutes during which the teaching partner, Gerry, picked up on one of Alex’s comments about learning being ‘problematized’. Alex felt that there was a need to provide learners with the “systems, the processes, the formulae, to problematize learning [whilst at the same time giving them] confidence and structure so that they can sail,
Observations_a%20vehicle%20for%20enabling%20learner%20voice%20and%20developing%20expert%20learners.docx