Innovative and Democratic Lesson Observation Practice in the Pedagogy of Initial Teacher Education

• In Event: Using Technology to Build Inclusive and Democratic Pedagogies

Abstract

This paper explores the use of bio-pedagogical narratives combined with video stimulated reflection (VSR) as an innovative and democratic lesson observation practice in the pedagogy of Initial Teacher Education (ITE). The research sought to challenge and disrupt discourses of technical rationalism currently permeating the pedagogy of ITE in England as a result of government policy interventions. Bio-pedagogical narrative interviews and VSR dialogues served a dual purpose as both pedagogical approaches and also as research methods. The research revealed that the sample of pre-service teachers developed the ‘discipline of noticing’ and associated discernment through immersive dialogic interactions with their tutor. This led to pedagogical interventions by the pre-service teachers which challenged inequitable and discriminatory practice in their subject field.

Author

• Cathy Gower, University of Brighton