| Field |
Value |
Language |
|
dc.contributor.author |
Agnew, A
https://orcid.org/0000-0002-2674-5348
|
|
|
dc.contributor.author |
Kearney, M
https://orcid.org/0000-0002-6396-0418
|
|
|
dc.contributor.author |
Ó Grádaigh, S |
|
|
dc.contributor.author |
Mac Mahon, B |
|
|
dc.contributor.author |
Connolly, C |
|
|
dc.date.accessioned |
2024-09-12T08:26:52Z |
|
|
dc.date.available |
2024-09-12T08:26:52Z |
|
|
dc.identifier.citation |
Education Sciences, 14, (9), pp. 991-991 |
|
|
dc.identifier.issn |
2227-7102 |
|
|
dc.identifier.uri |
http://hdl.handle.net/10453/180800
|
|
|
dc.description.abstract |
<jats:p>This article presents findings from an international study examining a synchronous hybrid approach for observing and supporting student teachers on their school placement. This novel approach emerged from previous studies conducted during the COVID-19 pandemic and involves university tutors synchronously supervising student teachers from two locations: one tutor face-to-face in a school-based classroom and another virtually, from a remote setting such as a university campus. The qualitative case study adopts a focus group method to explore the views of participating school placement tutors from universities in Ireland and Australia about the benefits and challenges of this approach. Findings suggest that this new approach enhances supervisors’ observation and feedback practices and enables enriched collaboration and professional dialogue between student teachers and their tutors. Future research directions are also shared to advance the field.</jats:p> |
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|
dc.language |
en |
|
|
dc.publisher |
MDPI AG |
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dc.relation.ispartof |
Education Sciences |
|
|
dc.relation.isbasedon |
10.3390/educsci14090991 |
|
|
dc.rights |
info:eu-repo/semantics/openAccess |
|
|
dc.subject |
1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education |
|
|
dc.subject.classification |
3901 Curriculum and pedagogy |
|
|
dc.subject.classification |
3902 Education policy, sociology and philosophy |
|
|
dc.subject.classification |
3904 Specialist studies in education |
|
|
dc.title |
Exploring a Synchronous Hybrid Observation Approach for Supporting Student Teachers during School Placements |
|
|
dc.type |
Journal Article |
|
|
utslib.citation.volume |
14 |
|
|
utslib.for |
1301 Education Systems |
|
|
utslib.for |
1302 Curriculum and Pedagogy |
|
|
utslib.for |
1303 Specialist Studies in Education |
|
|
pubs.organisational-group |
University of Technology Sydney |
|
|
pubs.organisational-group |
University of Technology Sydney/Faculty of Arts and Social Sciences |
|
|
pubs.organisational-group |
University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies |
|
|
pubs.organisational-group |
University of Technology Sydney/Strength - STEM Education Futures |
|
|
pubs.organisational-group |
University of Technology Sydney/Strength - CREDS - Centre for Research on Education in a Digital Society |
|
|
pubs.organisational-group |
University of Technology Sydney/All Manual Groups |
|
|
pubs.organisational-group |
University of Technology Sydney/All Manual Groups/Centre for Research on Education in a Digital Society (CREDS) |
|
|
utslib.copyright.status |
open_access |
* |
|
dc.rights.license |
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/ |
|
|
dc.date.updated |
2024-09-12T08:26:51Z |
|
|
pubs.issue |
9 |
|
|
pubs.publication-status |
Published online |
|
|
pubs.volume |
14 |
|
|
utslib.citation.issue |
9 |
|
