English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This paper draws on case-study research that focused on teaching observations conducted as part of vocational teachers' initial teacher training (ITT) in further education (FE) colleges in England. It analyses the post-observation feedback discussion, drawing on a rich sociocultural tradition within work-based learning literature. It argues that the feedback discussion provides a learning space that is particularly important for vocational teachers who cross boundaries from vocational contexts to learn to become teachers. To maximize learning from observation, vocational teachers need time and opportunity to develop their practice with others who mediate their learning and development.

Maximizing vocational teachers' learning: The feedback discussion in the observation of teaching for initial teacher training in further education