NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1049313
Record Type: Journal
Publication Date: 2015-Jan
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0313-5373
The Lesson Observation On-Line (Evidence Portfolio) Platform
Cooper, David G.
Australian Journal of Teacher Education, v40 n1 Article 5 Jan 2015
At a time when teacher training is being moved to school-based programmes it is important to engage in a research-informed dialogue about creating more distinctive, and cost-effective 21st century models of teacher training. Three years ago I began feasibility field testing the Lesson Observation On-line (Evidence Portfolio) Platform [LOOP] concept (Cooper, 2012). Student-teachers from a university in the Midlands of England were video recorded, with their schools' permissions, teaching mathematics' lessons during their second period of teaching experience. The video recorded lessons together with the trainees' lesson plans, accompanying lesson resources, lesson self-evaluations and snapshots of tangible, written pupil outputs captured from three representative pupils were subsequently collated in each individual teacher's evidence portfolio. The trainees' lesson observation feedback reports by their university tutors and school-based mentors were also included in the lesson evidence portfolios. These provided trainees with better, and richer, sources of detailed evidence about their teaching performances during their second periods of teaching experience than had previously been available. Since this paper was initially drafted a Lesson Observation On-line Platform [LOOP Australia] project has been developed and Seed funded by the Australian Office for Learning and Teaching in 2014/5.
Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A