Professional learning and feedback in joint tutoring spaces between school and university in the Practicum of initial teacher training

Abstract

Immersion in the profession during the internship period in initial teacher training requires the expert and collaborative support of school and university tutors. This joint tutoring usually materializes in shared spaces for monitoring and feedback focused on the learning of the students in practices deployed throughout the internship. Consequently, it is increasingly relevant to know how the joint tutoring develops in these spaces and its contribution to professional training. In this paper, we study the tutoring of school and university tutors with their students in shared tutoring spaces corresponding to two different schools. In this case, these spaces were designed as a "third space" to facilitate the collaboration between the tutors from both institutions. The conversations were recorded and transcribed, the turns and messages that comprise them were identified, and the content was analyzed and concluded with a frequency calculation. The results indicate that joint tutoring is a complex task that is not based on merely transmitting information, but on fostering forms of feedback based on criteria and evidence that encourage joint reflection on student learning and practice. These results also show that the tutors promoted dialogue, shared the meaning of the feedback and promoted its autonomous use by the students. The research underlines the relevance of joint tutoring aimed at training teachers capable of managing their learning and professional development.