DfES reform initiated the agenda of investigation into classroom observation and feedback procedure during the initial teacher training qualification.

 As part of the Research into this area Bedford College and Dunstable College decided to focus on the use of Action Points in Initial Teacher Training and to this end put together a questionnaire.  The questionnaire to be given to individuals on the Initial Teacher Training Courses, the timing of the questionnaire was after the completion of two observations for Bedford College trainee teachers, and for Dunstable trainee teachers after one observation.  The process of providing feedback after observations differs between the Colleges, Bedford providing immediate feedback, within minutes of the observed session finishing and Dunstable giving a brief feedback within minutes, but giving the longer feedback session at an agreed interval afterwards, to give time for reflection. 

In many respects the two institutions have strong similarities, both are in the learning and skills sector and have diverse vocational areas within their control. Consequently, the discussions between the colleges have provided useful exchanges of ideas and mutual appreciation of the complexities of initial teacher training within cost and time restraints.

This report forms part of a larger project, the literature review provided by the Research Centre at City College Norwich, is extensive and can be read in its entirety within the City College Norwich report.

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