Using the Lesson Observation On-line [Evidence Portfolio] Platform [LOOP] to enhance the professional experience of initial teacher education

David G Cooper, Norman Shane Phillipson, Sivaneswary Phillipson

    Research output: Contribution to journalArticleResearchpeer-review


    Internationally almost all teacher education programmes consider professional experience as fundamentally important (Ingvarson et al, 2014, p.19). In Australia pre-service teachers (PSTs) are required to meet the Australian Professional Teaching Standards, (the Standards) including those relating to their professional placement experiences (aitsl, 2014, p.1). Problems can arise however when the evaluation of their professional experience shifts from the providers of teacher education programmes to school-based mentors (Ingvarson et al, 2014, p.25). The Lesson Observation On-line Platform [LOOP] is a federally funded project that addresses these problems by utilizing a secure, shared digital platform to facilitate evidence-based performance evaluation of pre-service teachers with the aim of enhancing the performances of the PSTs and their school mentors. Five PSTs completing the Master of Teaching (MTeach) Early Years or Secondary Education teacher training programmes participated in this project. The classroom performances of the PSTs were video recorded and uploaded to the LOOP together with accompanying lesson artefacts. Some of the videos were then annotated by the mentor teachers and assessed by expert teacher educators and the impacts on the PSTs and mentor teachers evaluated using focus interviews. The initial results of this small scale study suggest that the LOOP can reliably help mentors evaluate PSTs against the Standards and help to resolve some of the tensions between the differing roles of the mentors, as well as enhance reflective practice in PSTs and mentors.
    Original languageEnglish
    Pages (from-to)6 - 37
    Number of pages32
    JournalPedagogy in Practice
    Issue number1
    Publication statusPublished - 2015

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