Observed teaching practices interpreted from the perspective of school-based teacher educators
Uibu, Krista, Salo, Age, Ugaste Aino, Rasku-Puttonen Helena. (2023). Observed teaching practices interpreted from the perspective of school-based teacher educators. European Journal of Teacher Education, 46(2), 203-221. https://doi.org/10.1080/02619768.2021.1900110
Published inEuropean Journal of Teacher Education
© 2021 the Authors
A teacher supervising the school practice of student teachers is regarded as an expert who sets an example of good teaching to future teachers and chooses teaching practices that support pupils’ cognitive and social development. This study examines the implementation of teaching practices and the interpretation of these practices by school-based teacher educators who supervise school practice of student teachers at universities’ innovation schools. Teaching practices were examined using observation and video-stimulated recall interviews. The school-based teacher educators widely used and described in detail individual teaching practices that supported pupils’ cognitive development. However, observations indicated a more limited use of collaborative teaching practices that promote pupils’ social and cognitive development. Setting a good example of teaching gives school-based teacher educators the opportunity to develop both student teachers’ and their own teaching competence.
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Additional information about fundingThe study was supported by European Social Fund, project 2014-2020.1.02.18-0645 (Enhancement of Research and Development Capability of Teacher Education Competence Centre Pedagogicum).
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