Records of teaching observations: boundary objects between different communities of practice

In initial teacher training (ITT) programmes for post-compulsory education (PCE), delivered by Higher Education Institutions (HEIs), teaching observations have always been pivotal in determining whether the trainee can achieve professional status as a teacher. Recent policy developments for ITT in the Lifelong Learning Sector (LLS) place greater emphasis on trainee teachers’ classroom performance. More observations are now required, with grading being introduced, linked to the inspection grades used by the Office for Standards in Education, Children’s Services and Skills (Ofsted). In a context where ITT programmes must demonstrate clear conformance with national standards and, are themselves subject to inspection by Ofsted, teacher educators are under pressure to prioritise aspects of teaching likely to contribute to successful inspection results. This presents a dilemma for teacher educators believing in broader notions of professional development, acknowledging teaching as a complex process, and in the need for critical engagement with a range of pedagogical theories and practices.