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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Research in Geographical and Environmental Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
