Enhancing feedback in student-teacher field experience in Scotland: the role of school–university partnership

Abstract

This article examines school–university partnership and formative feedback within student-teacher field experience. It utilises data from university tutors, student-teachers and supporter teachers to evaluate how these three partners engaged in formative feedback. The qualities of a three-way dialogue about student-teacher progress, and the issues that militate against feedback being used to maximise professional development, are examined. The findings are discussed both in terms of the theory and practice of field experience but more in terms of the policy issues that arise for the Scottish educational system, which is currently engaged in reviewing the continuum of teacher education.