Student teacher collaborative reflection: perspectives on learning together

Abstract

This paper reflects on the collaborative learning experiences of two ‘student teachers’ who have recently completed a Masters in Higher Education. Its purpose is to enhance our general understanding, and to encourage debate on how the professional expertise and confidence of new academics may be supported. Specifically, the article examines the use of classroom observation and associated reflective activities between student teachers as important cornerstones for professional growth and in developing a sense of collegiality. The paper sets the context by drawing together the theoretical literature relating to classroom observation and reflective practice. Then it draws on our experiences of using a particular classroom observation tool (FIAC) and how our learning was enriched through the exchange of written reflections. The paper illustrates how shared reflective activities between peers, such as story-telling, deepens understanding. In particular, it highlights the importance of understanding the emotional dynamics at play in learning.

Travelling, while taking you to new places, emphasizes the value of having an emotional and physical base. T. S. Eliot said that ‘the end of all our exploring/Will be to arrive where we started/And know the place for the first time’. This applies equally to an internal as well as an external environment and I feel that this trip has helped me see myself more clearly. (Keenan & McCarthy, 2000, p. 386)

Notes

* Corresponding author: The Geddes Institute, School of Town and Regional Planning, University of Dundee, Dundee DD1 4HT, UK. Email: [email protected]

Additional information

Notes on contributors

Deborah Peel *

* Corresponding author: The Geddes Institute, School of Town and Regional Planning, University of Dundee, Dundee DD1 4HT, UK. Email: [email protected]