Written lesson observation feedback in initial teacher education

Steve Puttick, University of Oxford, Department of Education, UK Written lesson observation feedback is a significant and shared aspect of school/university collaboration across diverse programmes and initial teacher education (ITE) partnerships internationally. This article explores written lesson observation feedback during ITE by briefly reviewing this emerging body of work and reporting on a recent empirical study. In this study of the written lesson observation feedback given to beginning teachers, we analysed over 500 lessons across a one-year ITE programme, focusing on how this feedback constructs ideas about what counts as ‘good teaching’. Written lesson observation feedback There is limited existing research on written lesson observation, but the written feedback analysed in previous research highlights an issue with genericism, in that the subject or curriculum content being taught is rarely explicit and the comments might apply to teachers of any subject. In one examp