Post-Teaching Observation Feedback in the United Arab Emirates: College Mentor and Student-Teacher Perspectives

• Main Author: Hyde, Sarah
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-2024
• Subjects: Continuing education; Employment; Middle Eastern Studies; Professional development
• ISBN: 9798382642437

School-based practice (SBP) has long been considered an integral component of effective initial teacher education programmes. During SBP, mentor feedback is generally perceived as integral to developing well-qualified teachers from student-teachers. Post-teaching observation feedback (PTOF), given when mentors meet with mentees to discuss recently observed teaching, is the focus of this research study. While PTOF tends to be considered crucial for student-teacher development, recent literature on the topic is Western oriented. This study, conducted at an Emirati female initial teacher education institution in the United Arab Emirates, seeks to investigate professional and programme development, evaluate a transition towards collaborative approaches, and give participants a voice in the process. It explores, develops and improves PTOF practice from the perspectives of Emirati and expatriate college mentors and female Emirati student-teachers.This is an action research study comprising two cycles. Cycle 1 explored college mentor and student-teacher perspectives on PTOF practice at the initial teacher education institution. Data were collected from eight college mentors using qualitative questionnaires, and from 18 student-teachers during three focus group interviews (one for each teaching level year group). Cycle 1’s findings informed a series of professional development sessions during which new practice guidelines were collaboratively developed with college mentors.Cycle 2 evaluated the effectiveness of the professional development and practice following implementation of the new practice guidelines. Cycle 2 data were collected through six college mentor interviews and from 18 student-teachers during three focus group interviews (one for each teaching level year group). I adopted a thematic analysis approach to analyse data from both cycles. Because this study explored the perceptions of college mentors and student-teachers within a specific institution, the findings are not generalisable. However, they offer contextual evidence to enrich the views given in predominantly Western literature, and support practice development techniques others may wish to explore within the region.Cycle 1’s findings revealed that multiple factors affected giving and receiving PTOF. There was an overall lack of consistency to PTOF practice. College mentors mostly implemented either directive or collaborative theoretical approaches to mentoring and PTOF. This resulted in confusion and differing levels of developmental support for student-teachers. While student-teachers overwhelmingly preferred directive approaches, they did not consider the institutional requirement to grade each taught lesson as conducive to their development. The Covid-19 pandemic meant that Cycle 2 evaluated the implementation of the new practice guidelines while SBP and PTOF occurred online. Cycle 2’s findings indicated a more consistent, structured approach to PTOF. A transition towards collaborative approaches to mentoring and PTOF was evidenced, although challenges to their implementation were apparent. Reflective practice, which underpins the initial teacher education programme at the institution, was perceived as predominately descriptive. The online delivery mode revealed challenges specific to female Emiratis. More time, along with contextual developmental support, is recommended to improve future PTOF. The findings of this study have implications for all stakeholders, specifically Management, college mentors, student-teachers, and school-based mentors.