Geography mentors’ written lesson observation feedback during initial teacher education

Abstract

This paper explores geography mentors’ written lesson observation feedback by analysing data from across a one-year Initial Teacher Education (ITE) programme delivered through a university-school partnership in England, asking two main questions: in what ways is geography/geographical knowledge discussed in written lesson observation feedback given to beginning geography teachers? In what ways does research feature in the written lesson observation feedback given to beginning geography teachers? The paper offers one response to calls from geography education researchers for greater attention to be given to subject-specific issues in lesson feedback during ITE, set within wider discourses around research-engagement. The argument is made through empirical evidence suggesting an absence of explicit engagement with research in written lesson observation feedback, a position in principle for increasing the interactions between research and practice in teacher education, and analysis of the specific areas highlighted in the written lesson observation feedback. Suggestions are made for improving the attention given to geography and research evidence in lesson feedback, and to support these aims three possible priority areas for geography education research are offered: progress; explanation; and terminology.