Professional conversations: Improving practice through collaborative reflection

Thomas, Angela; Bleasdale, Catharine; Clifton, Grace and Glover, Alison (2024). Professional conversations: Improving practice through collaborative reflection. The Open University, Wales-PGCE, Cardiff: UK.

Abstract

Professional conversations are an integral element of teacher education, and take place between student teachers and those supporting them. However, defining a professional conversation is not entirely straightforward, with divergence existing between policy makers and practitioners.

The Practice Tutor role is unique to the Open University Initial Teacher Education Partnership. Practice Tutors undertake professional conversations with Mentors and student teachers during review meetings, and this study provides insight into these conversations. It also develops understanding of the impact on student teachers’ learning and Mentors’ professional development. Ten participants (Practice Tutors, student teachers and Mentors) contributed via a discussion group, individual interviews or written reflections.

Key findings include the critical element of good relationship building being vital in defining a professional conversation, with those leading such conversations becoming more adept over time. Appropriate preparation time and supported reflection are important, with collaborative target setting, and questioning and challenge being significant for professional conversations to be effective. Consequently, those leading professional conversations need well-developed skills and attributes such as being supportive, organised, knowledgeable and good communicators.

This study discovered that there is a clear need to support the delivery of effective professional conversations in teacher education. It is essential that resources target the development of softer skills, such as questioning. Further research is proposed to understand student teachers’ expectations of, and readiness for the professional conversation experience.

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