Exploring a Synchronous Hybrid Observation Approach for Supporting Student Teachers during School Placements

This is a new article by CREDS members, including Dr Annie Agnew and Professor Matthew Kearney.

This article presents findings from an international study examining a synchronous hybrid approach for observing and supporting student teachers on their school placement. This novel approach emerged from previous studies conducted during the COVID-19 pandemic and involves university tutors synchronously supervising student teachers from two locations: one tutor face-to-face in a school-based classroom and another virtually, from a remote setting such as a university campus. The qualitative case study adopts a focus group method to explore the views of participating school placement tutors from universities in Ireland and Australia about the benefits and challenges of this approach. Findings suggest that this new approach enhances supervisors’ observation and feedback practices and enables enriched collaboration and professional dialogue between student teachers and their tutors. Future research directions are also shared to advance the field.