Joint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives

This article explores joint observation implemented as part of a partnership between schools and a teacher education institution during field experience (practicum) from the perspectives of student teachers, supporter (cooperating) teachers and tutors (university teacher educators). Joint observation comprising the viewing of student teacher practice in the classroom context by supporter teacher and tutor, and related tripartite dialogue, were implemented with a view to strengthening such collaborative partnership. In this exploratory study, qualitative and quantitative data were collected using semi-structured interviews and questionnaires. Findings identified the benefits and challenges of joint observation. Implications of the study are discussed.