How peer driving student teachers use pedagogical observation in their teaching practice: Experiences from Norway
Keywords:pedagogical observation, peer learning, higher education, driving teacher education, practice architectures
Given the high numbers of people killed or badly injured globally in road traffic accidents, research into the education of driving teachers is both timely and urgent. Europe has no common regulations on becoming a driving teacher, and Norway is one of the very few countries that educates driving teachers at the university level. The aim of this study is to develop new knowledge on how peer driving student teachers use pedagogical observation in their in-car teaching practice. Academic education of driving teachers in Norway was introduced at the university level in 2016, and practical in-car teaching, as part of the educational programme, is still under development. The data used in this study consist of observations of nine driving lessons and nine semi-structured interviews involving 18 driving student teachers (DSTs). The findings indicate that DSTs could benefit from having a stronger theoretical foundation for engaging in pedagogical observation. It also appears necessary to develop a formal structure for peer learning activity and for DSTs to develop shared views on how to communicate with peer DSTs.