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      Maximizing vocational teachers' learning: The feedback discussion in the observation of teaching for initial teacher training in further education

      London Review of Education

      IOE Press

      VOCATIONAL TEACHERS, TEACHER OBSERVATIONS, FURTHER EDUCATION

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          Abstract

          This paper draws on case-study research that focused on teaching observations conducted as part of vocational teachers' initial teacher training (ITT) in further education (FE) colleges in England. It analyses the post-observation feedback discussion, drawing on a rich sociocultural tradition within work-based learning literature. It argues that the feedback discussion provides a learning space that is particularly important for vocational teachers who cross boundaries from vocational contexts to learn to become teachers. To maximize learning from observation, vocational teachers need time and opportunity to develop their practice with others who mediate their learning and development.

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          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          01 March 2015
          : 13
          : 1
          : 3-15
          Article
          1474-8460(20150301)13:1L.3;1- s2.phd /ioep/clre/2015/00000013/00000001/art00002
          10.18546/LRE.13.1.02
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          London Review of Education
          Volume 13, Issue 1

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