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It presents the feasibility field testing of the Lesson Observation On-line (Evidence Portfolio) Platform (LOOP), where student-teachers’ mathematics lessons are video recorded and compiled into individual evidence portfolios. Feedback reports and lesson evidence sources provide richer detailed evidence of trainees’ teaching performance, and the work references the later LOOP Australia project supported by the Australian Office for Learning and Teaching in 2014/5.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-lesson-observation-on-line-evidence-portfolio-platform-volume-40-abstract/593586/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-lesson-observation-on-line-evidence-portfolio-platform-volume-40-abstract/593586.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the paper address in initial teacher education?","Question",{"text":112,"@type":113},"It addresses how to create more distinctive, cost-effective 21st-century teacher training models as training shifts toward school-based programmes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the LOOP (Evidence Portfolio) Platform collect teaching evidence?",{"text":117,"@type":113},"It uses video-recorded mathematics lessons, trainees’ lesson plans and resources, self-evaluations, tangible written pupil outputs, and includes feedback reports from university tutors and school mentors into individual evidence portfolios.",{"name":119,"@type":110,"acceptedAnswer":120},"What alternative to traditional lesson observations does the paper propose?",{"text":121,"@type":113},"It proposes replacing a traditional face-to-face PGCE observation arrangement with remotely conducted, high-definition digital video recordings of student-teachers’ lessons, potentially not in real time.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593586,1792208908,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 1 | Article 5 |\n| --- | --- |\n| 2015\u003Cbr>The Lesson Observation On-line (Evidence Portfolio) Platform\u003Cbr>David G. Cooper\u003Cbr>University of Wolverhampton, [d.cooper@wlv.ac.uk](d.cooper@wlv.ac.uk) |  |\n\nRecommended Citation  \nCooper, D. G. (2014). The Lesson Observation On-line (Evidence Portfolio) Platform. Australian Journal of Teacher Education, 40 (1). Retrieved from [http://ro.ecu.edu.au/ajte/vol40/iss1/5](http://ro.ecu.edu.au/ajte/vol40/iss1/5)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss1/5](http://ro.ecu.edu.au/ajte/vol40/iss1/5)  \nAustralian Journal of Teacher Education  \nThe Lesson Observation On-line (Evidence Portfolio) Platform  \nDr David G. Cooper  \nUniversity of Wolverhampton, England  \nAbstract: At a time when teacher training is being moved to school-based  \nprogrammes it is important to engage in a research-informed dialogue  \nabout creating more distinctive, and cost-effective 21st century models of  \nteacher training. Three years ago I began feasibility field testing the Lesson  \nObservation On-line (Evidence Portfolio) Platform [LOOP] concept  \n(Cooper, 2012). Student-teachers from a university in the Midlands of  \nEngland were video recorded, with their schools’ permissions, teaching  \nmathematics’ lessons during their second period of teaching experience.  \nThe video recorded lessons together with the trainees’ lesson plans,  \naccompanying lesson resources, lesson self-evaluations and snapshots of  \ntangible, written pupil outputs captured from three representative pupils  \nwere subsequently collated in each individual teacher’s evidence portfolio.  \nThe trainees’ lesson observation feedback reports by their university tutors  \nand school-based mentors were also included in the lesson evidence  \nportfolios. These provided trainees with better, and richer, sources of  \ndetailed evidence about their teaching performances during their second  \nperiods of teaching experience than had previously been available. Since  \nthis paper was initially drafted a Lesson Observation On-line Platform  \n[LOOP Australia] project has been developed and Seed funded by the  \nAustralian Office for Learning and Teaching in 2014/5.  \nThe Lesson Observation On-Line (Evidence Portfolio) Platform [Loop]  \nLet’s begin with something I have come to passionately believe over the last 28 years of teaching in secondary schools in England: “in order to become the best teacher you can possibly be throughout your career you need to study videos of your teaching performance and actively engage in reflective analyses of your teaching”(Cooper, 2012, p.1) . In a conversation with a school-based subject mentor for one of my student teachers five years ago the mentor remarked that when he was a student teacher one of his lessons during his periods of teaching practice experience had been video-recorded and the impact on him was that he realised he “wasn’t the teacher that he thought he was”.  \nThe scope of this paper is to outline a possible alternative to the traditional model of PGCE teaching-experience-lesson-observations conducted by university supervisors/ tutors onsite in schools and in real-time. At a time when (initial) teacher education and training are being increasingly moved to school-based programmes my proposal is that academically and technologically the time is now right for a 21st Century model of teaching-experience-lessonobservations conducted remotely, and not necessarily in real-time by university tutors/supervisors (Allen, Belfield, Greaves, Sharp and Walker, 2014) .  \nVol 40, 1, January 2015 83  \nAustralian Journal of Teacher Education  \nIn terms of cost benefits it may be possible for universities to save thousands of pounds, and more, particularly in travelling expenses whilst at the same time ‘do more’ lesson observations ‘with less’ funding available (Allen et al, 2014) . At its heart the Lesson Observation On-line","cbCaivWniRfij8P2","https://ap.wps.com/l/cbCaivWniRfij8P2","pdf",118937,12,"English","# Abstract\n## Proposed LOOP evidence-portfolio model\n## Feasibility field testing and evidence compilation\n## Feedback sources and richer performance evidence\n## LOOP Australia development context\n## Rationale for remote, non-real-time lesson observations\n## Cost and implementation considerations","[{\"question\":\"What problem does the paper address in initial teacher education?\",\"answer\":\"It addresses how to create more distinctive, cost-effective 21st-century teacher training models as training shifts toward school-based programmes.\"},{\"question\":\"How does the LOOP (Evidence Portfolio) Platform collect teaching evidence?\",\"answer\":\"It uses video-recorded mathematics lessons, trainees’ lesson plans and resources, self-evaluations, tangible written pupil outputs, and includes feedback reports from university tutors and school mentors into individual evidence portfolios.\"},{\"question\":\"What alternative to traditional lesson observations does the paper propose?\",\"answer\":\"It proposes replacing a traditional face-to-face PGCE observation arrangement with remotely conducted, high-definition digital video recordings of student-teachers’ lessons, potentially not in real time.\"}]","The Lesson Observation On-line (Evidence Portfolio) Platform - Volume 40 - Abstract | PDF",1792077528]