Book Chapter

Fostering Professional Learning Through Evidence-Informed Mentoring Dialogues in School Settings

J Kriewaldt, M Nash, S Windsor, J Thornton, C Reid

Educating Future Teachers: Innovative Perspectives in Professional Experience | Springer | Published : 2018

Abstract

This chapter examines how the use of a descriptive observation tool mediates post-lesson conversations that teacher educators and mentor teachers have with preservice teachers. Our principal focus was to investigate the effects of the use of evidence-informed lesson observations in combination with a dialogic approach, as the basis for feedback on teaching practice and student learning. An interpretive case study approach was designed to investigate how mentor teachers and teacher educators used the observation tool. The findings provided data about the effects the tool had on the dispositions of the participants towards collecting and interrogating classroom evidence, and how these impacted..

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