Exploring a Synchronous Hybrid Observation Approach for Supporting Student Teachers during School Placements

Bibliographic Data

ID22045878
AuthorsAnnie Agnew (University of Technology Sydney, corresponding author), Matthew Kearney (0000-0001-5565-6312, University of Technology Sydney), Séan Ó Grádaigh (0000-0001-9712-6870, Ollscoil na Gaillimhe – University of Galway), Brendan Mac Mahon (0000-0003-0755-4770, Ollscoil na Gaillimhe – University of Galway), Cornelia Connolly (0000-0001-9778-5569, Ollscoil na Gaillimhe – University of Galway)
Year2024
Volume14
Issue9
Pages991
Publication date2024-09-09
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci14090991
OpenAlexW4402357765
LanguageEN
Citations received1
References cited20

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

Mathematics education · Pedagogy · Computer Science · Educational Tools and Methods · Mobile Learning in Education · Online and Blended Learning · Psychology

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Open DOIOpen Access