Collaborative self-study in higher education: lessons from redesigning school placement during the pandemic

ABSTRACT

This paper explores how a collaborative self-study of teacher educators in the Republic of Ireland supported pre-service and practising teachers on teacher education programmes during the COVID-19 pandemic. Teacher educators engaged in student feedback meetings conducted online as a replacement to traditional in-school visits, some of which were supported by observation of lesson recordings viewed prior to the sessions. Teacher educators engaged in critical reflection on these feedback meetings individually, guided by a critical incident template, before reflecting collaboratively with colleagues. The redesign of online placement encouraged interrogation of practices among teacher educators and led them to a greater understanding of their practice. Actions that enhanced student learning in relation to placement included adopting a student partnership approach, peer teaching using asynchronous lessons, lesson recordings and adjusting the timing of feedback. This study falls into the broader Scholarship of Teaching and Learning and adds to the body of research exploring the innovative responses and adaptations of teacher education programmes worldwide to school and Higher Education Institution closures during the pandemic. More specifically, this study offers alternative approaches to on-site school placement.

KEYWORDS:

• Teacher education
• Covid-19
• collaborative self-study
• school placement
• higher education

Acknowledgements

This work was supported by the Dublin City University collaborative research funding award scheme.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Dublin City University.