Self-Observation and Peer-Observation: Reflective Diaries of Primary Student-Teachers

Abstract

The purpose of this research is to provide insights into how student teachers observe themselves and others during the initial teaching practice by a means of reflection. The data were collected from 43 student-teachers’ reported files which were completed during 14 teaching-practice weeks in primary schools. In their files one part was about their self-reflection on each lesson they were
asked to teach. The other part was reflection on their peers’ each lesson they had observed. The data were examined by document analysis and accordingly, cross-case analysis was used for the purpose of reaching generic and shared themes across the cases. It was understood clearly from their reflective entries that they experienced many practical difficulties. Some of the major difficulties are, as follows; classroom discipline, time management, and the practical culture of teaching. It is suggested that their difficulties and concerns will be minimised if teacher educators take their difficulties into account at the department of primary teacher education