Abstract

What if lesson observations were no longer isolated ‘snapshot’ activities carried out behind closed doors? What if feedback was no longer ‘given’ to a trainee, but developed ‘with’ a trainee, acknowledging good practice and agreeing developmental priorities based on video evidence and shared reflection? These were some of the questions driving a recent video-enhanced lesson observation research project led by Newcastle University that focused on trainee teachers and teacher educators across five countries (https://veoeuropa.com).