Teacher preparation is essentially a partnership activity involving schools and universities (Smith et al., 2006; Sivan & Chan, 2009). However, global research has consistently shown that there is a divide between university and schools, a disconnect attributed to the fact that schools and university which are expected to be partners in teacher preparation operate in dissimilar settings (Feiman-Nemser & Buchmann, 1985; Cope & Stephen, 2001; Zeichner, 2010). Moving between these settings can create tensions for student teachers, including anxiety towards school-based assessment (Mtika, 2008) and may hinder the development of a sense of belonging (Johnston, 2010). It is suggested that enhanced collaborative partnership structures may lessen the psychosocial and professional tensions felt by student teachers, whilst bridging the gap between their school and university experiences, and support professional development (Anagnostopoulos et al., 2007; Zeichner, 2010).

In this study which was part of a larger Placement Partnership Project (PPP), joint observation by teachers and teacher educators is viewed as one of the necessary structures to support collaborative partnership and to counter the complexity of the school–university divide (Barab & Duffy, 2000). Partnership-based joint observation may also “facilitate the growth of reflexivity” (Gopinathan et al., 2008) for all partners. It has been suggested that [joint] observation is more effective when carried out in a manner that promotes dialogue (O’Leary, 2012) and this may in turn promote self-reflection among the partners involved. Equally, it can also stimulate simultaneous renewal among the teacher educators and school teachers involved whereby they both experience professional growth through reflection and co-learning processes (O’Leary, 2012).

This research explores joint observation activity, centred on the placement teaching period of a cohort of third and fourth year students on a four year B. Ed (Primary) programme. The research question explored is: What are the experiences and views of all those engaged in joint observation of student teacher practice, as part of a tripartite partnership?

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