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Clifton, Grace and Bleasdale, Catharine
(2024).
Abstract
Professional conversations are significant in teacher education, yet policy makers and practitioners differ in their understanding. For the PGCE Wales programme, practice tutors conduct professional learning review meetings with student teachers and mentors with the intention to empower student teachers to progress to qualified teacher status. Ten participants provided insight into their experiences of these professional conversations. Findings highlighted that adequate preparation time, supported reflection, collaborative target setting and providing challenge are significant if a professional conversation is to have a positive impact. It is critical that softer skills, such as questioning, and understanding student teachers’ expectation, are developed effectively.