Comparing observational practices and their learning outcomes for special needs teacher students in Finland and Norway
This article explores how Norwegian and Finnish special needs teacher students experience observational practices as a strategy for learning and for improving their teaching skills and pedagogical competencies.
Norwegian students observed another teacher at their own workplace and provided feedback, while Finnish students were observed by university tutors. Similarities we found in the experiences and learning outcomes that students report, such as observation as a tool for developing increased professional awareness and for building a culture of professional development at the workplace.
The observation practices may be beneficial to students’ learning outcomes, regardless of the observation method used and result in desired learning outcomes. Peer observation may lead to increased self-efficacy and the development of professional identity, as well as, being a member of a community of professionals.
Observational practices in teacher education
Observation is a widely used tool in educational research and can be classified as structured (for instance, with the use of observation schedules) or unstructured, and it may be participatory or non-participatory. In non-participatory observation the observers position themselves outside of the activities being observed whereas in participatory observation the observers are a part of the actual activities and make their observations while taking part in the situation observed. There may also be variations in the extent to which the purpose of the observation is disclosed to the participants (Punch & Oancea 2014). When it comes to observational practices as a method in teacher education, a literature review by Larssen and colleagues (2018) concludes that there is no universal understanding of, or explanation for, the process of observation, nor a consensus on how and by whom it should be conducted, and what should be the principal focus of attention.
Worldwide, various observational practices are used in teacher training. Teacher students may observe learners, the learning environments, other teachers, their own tutor or each other. One common factor is that observational practices are used to enhance teacher students’ pedagogical competencies.
Peer observation and shadowing as pedagogical practices
Peer observation and shadowing are common pedagogical practices for teacher students – both in general and special education teacher training (Grossman & Williston 2002). The practice involves teachers observing each other in their classrooms. The aim of peer observation and shadowing is to improve learning and teaching for both the observer and the observed teacher (Hendry & Oliver 2012)
Lofthouse and Wright (2012) see observation as boundary crossing between the academic institution and authentic learning environments, and as a tool for “dialogicality” between the teacher students and their mentors, leading to professional learning and development for beginning teachers. Observational practices are seen as fruitful tensions that provide spaces for competence-based training and monitoring and a reflective mode of achieving professional expertise. Lofthouse and Wright’s (2012) study found that teacher students consider observational practices as beneficial to their learning, but the choice of observational tool seems essential to obtain the desired learning outcomes.
Peer observation, or peer review teaching, is often paired with a two-way reflection, where both the observer and the observed reflect on the observation experience. This process usually consists of four phases: pre-observation preparatory meetings, observation, post-observation feedback, and reflection (Gosling 2002). In this peer review observation model, the observer and the observed use classroom observations to formulate reflective discussions and collaborative development in their own teaching practices (Gosling 2002). Peer observation may help teachers reflect on their own teaching practices, increase their teaching confidence, and enhance their understanding of students’ learning experiences (Esterhazy et al. 2021; Hendry, Bell & Thomson 2014).
In contrast, shadowing does not require the observer (the “shadower”) to follow a specific observation protocol or complete some predetermined task (Makovec 2021). Before the shadowing, the shadower sets some personal goals for the shadowing process, and the post-shadowing briefing is meant to help the shadower reflect on what was observed during the shadowing period (Makovec 2021).
Shadowing as an explorative, reflective and ethical practice facilitates reflective engagement between students and practitioners, and between student and tutor. Thus, the difference lies in the interactive and proactive quality of the interaction process between the shadower and the shadowed. This means that the person shadowing maintains a reflective dialogue with the person being shadowed and this reflective meta-conversation forms an integral part of the shadowing process.
According to Makovec (2021), shadowing only has its learning potential if it is experienced as meaningful. Therefore, it is crucial for the professional development of the special needs teacher student that the tutor play their role in reflecting after the shadowing. Ideally, the guiding teacher serves as a mirror for the teacher student, highlighting strengths and areas for improvement, as well as a professional companion in an ongoing dialogue about different dimensions of becoming a competent special needs teacher.
Special needs teacher students’ perspectives on observation
We analyzed similarities and differences between observational practices for special needs teacher students at Oslo Metropolitan University (OsloMet) university in Oslo, Norway, and Haaga-Helia University of Applied Science (HHUAS) in Helsinki, Finland.
In the Finnish context special education teacher students practice shadowing as an inherent part of their studies. During shadowing, students observe the teaching of special education teachers and peer students. (Haaga-Helia University 2022).
At OsloMet observation has not been used as part of special needs teacher studies before but colleague observation as one of four assignments that students complete during their studies, was newly introduced for the purpose of developing the programme. For the assignment, students observed a colleague at their own workplace, followed by a conversation for discussion and reflection.
To understand the students’ experiences on observation and its relationship with learning outcomes, we applied two different approaches to classroom observation and shadowing. In the Norwegian case, special needs teacher students were asked to conduct a structured observation of a colleague student during a teaching session (20–50 minutes). Students were provided with an observation scheme that focused on positive teacher-pupil relationships, with different areas of attention, such as the teacher’s acknowledgement of pupils and the ability to establish and maintain positive and supportive relations with all the pupils in the classroom.
After the observation, students were asked to have a constructive feedback conversation with their observed colleague, in which they exchanged impressions and ideas and reflected together upon the observed situation. Then, students wrote a short reflection note (free text, maximum 750 words) about their experiences and learning outcomes related to this observation and feedback task. Twenty students consented to sharing their reflection notes for research purposes.
The Finnish students responded to an online survey. The survey was delivered to a group of special education teacher students who started their studies at Haaga-Helia and 19 students responded to it.
The survey contained open-ended questions on the following themes: meaningfulness of the shadowing in general, shadowing and feedback of peer students’ teaching practice, other professionals’ shadowing and feedback, and the tutors’ shadowing and feedback for the development of their expertise as a special needs teacher. Also, an open-ended question about the students’ learning outcomes related to the shadowing was included.
Observation is a fruitful practice for increased expertise
In the students’ reflections in four overarching themes emerged, which will now be further described and illustrated with quotes. Norwegian quotes are marked with (N), and Finnish quotes are marked with (F).
Increased professional awareness and expertise through observing and reflecting together.
One of the main purposes of observing and of being observed during special needs teacher training, is to provide students with the opportunity to become a “reflective practitioner”, i.e., a professional special needs teacher who is able to be aware of and reflect critically upon her own teaching practice, in order to bring about meaningful change in the way she acts in the classroom (O’Leary 2020). Not surprisingly, this was also one of the main findings in both the Norwegian and Finnish data.
Norwegian and Finnish informants described how the observation practice helped them become a better teacher, as it could challenge those who had become “stuck in a rut” and felt in need of implementing a change in their own teaching practice. As such, observing colleagues could bring inspiration and encourage them to try out new strategies and methods in their own teaching. When special needs teacher students got the chance to observe others in the same role, this gave them a renewed focus on their own practice, which helped them to develop new intentions for their own teaching:
During the observation I noticed on several occasions that the teacher had a good relationship with the pupils. For instance, she often used the pupils’ names. […] The pupils felt acknowledged. When you hear your own name, you understand that “this person wants to tell me something”, and things become more personal. Through this observation, I was reminded of how important this is, and I will make sure to be more aware of it in my own future practice. (N)
Observation reminds the observer of the importance of acknowledging children and really see them – observers get a renewed focus on their own practice, which helps them to develop new intentions for their own teaching. (F)
Observation helps to become a better teacher; it challenges those who might get stuck in a pattern and encourages them to try out new strategies and methods. (F)
Especially when observing a respected and more experienced colleague, participants seemed to highlight the benefits of observation for improving their own teaching style and practice. Moreover, students found that reflecting together after the observation led to a deeper understanding and insight:
I found that the feedback conversation was very effective; it gave us the opportunity to have professional discussions, share experiences and learn from role models. (N)
The feedback conversation had a powerful effect and provided opportunity for professional discussions, exchange of experiences and role modelling. (F)
While the Norwegian participants’ experiences were based solely on colleague observation, the Finnish informants in our study had experience both with shadowing peer teachers and with being observed by a tutor from the university. This made for an interesting distinction in the students’ appreciation of the observation practices. On the one hand, students reported that peer observation functioned mainly as a means for emotional support, and even though they acknowledged peer observation as a positive supplement to their toolkit of pedagogical methods, they reported it to be less relevant to their professional competencies, as such.
On the other hand, Finnish students seemed to value being observed by a university tutor (a teacher trainer especially signed to guide the development process of each teacher student) much more for their own professional development. According to their answers, the reflective discussions with the tutor after the participatory observations gave them vital feedback on their own pedagogical practices, and the interaction with the tutor was seen as guiding the process of becoming a special needs teacher. Students perceived the university tutor as a competent, experienced expert in the field of special education, and they found the tutor’s feedback positive and constructive:
The teacher-instructor is, after all, a kind of a “guru” in the field. Their feedback, as far as I see it, is vital for developing and becoming better. (F)
Thus, while both Norwegian and Finnish special needs teacher students found the observation practice beneficial for their own professional development, there may be a distinction in perceived learning outcomes when students get the choice between observing/being observed by peer teachers vs. being observed by a university tutor. For the Norwegian informants in the study, this latter option was not provided, and students were positive in their perception of peer observation. For the Finnish informants, who could benefit from both observational practices, being observed by a university tutor seemed to weigh more than observations by peers who were approximately at the same competence level.
Observation/shadowing during special needs teacher training as an incentive for building a culture of professional development at their workplace.
Classroom observation is considered an evidence-based practice that is recommended for its role in the professional development of teachers. However, observing, reflecting upon, and discussing other professionals’ teaching is neither in the Finnish nor in the Norwegian school context a consistently established practice. Even if in some University Affiliated School who organize teacher training in Finland the teacher students are part of the everyday teaching practice, in Vocational Education and Training no such schools exist, nor is observing ones teacher colleagues as peers an established practice within the Education system. Providing special needs teacher students with assignments that include observation, seems to have the potential to address this issue. Several students highlighted the observation during their own special needs teacher training as an incentive to establish a culture of colleague observation in their own workplace:
After this observation and the good dialogue afterwards, we agreed as colleagues that we will do this more often. It builds us stronger as teachers and it helps us not to get stuck in one way of doing things, but instead, we can try out new things and develop ourselves. We can help each other become better teachers. (N)
The Finnish students had kindred perceptions for a need for a praxis of continued feedback from peers in working life, and observation may then function as a prerequisite for such feedback:
Feedback is crucial for growth. There should be more feedback on everything than there currently is, because that’s how development happens. (F)
According to our findings, students clearly considered the development of a culture of observation at their own workplace as an important means of improving their own teaching practice and promoting their personal development as a teacher. Being an active contributor in a community of professional teachers, allows the students to become a part of a community of peers. This personal experience of having an integral role amongst other teaching professionals creates also a sense of emotional belonging to the teaching profession. Amongst others, students found it interesting to observe how their own pupils acted and interacted with other teachers, so that they could see the pupils through a different lens:
It was very informative for me to get the opportunity to observe my own class. It was particularly interesting to observe Leo’s [one of the pupils in the classroom] participation. I usually find him rather passive in my classes, but now I noticed that he actually has a participating body language. (N)
In addition, the students also mentioned the observation practice during their special needs teacher training as a pathway towards becoming “a better school”.
I want my workplace to benefit from my observation, so that we can use it to become a better school for all the youngsters who enroll here. (N)
Thus, students seemed to appreciate not only the individual benefits of observing and being observed, but they also acknowledged that a systematic culture of observation at the school could be beneficial for the entire school, including its pupils. As such, including observational practices and assignments in the special needs teacher education may lead to positive outcomes that reach beyond the individual student’s professional development.
Observation as a fruitful strategy to link together theory and practice
A significant difference between the Norwegian and Finnish model of special needs teacher training became also notable in how students reflected upon the observations during their special needs teacher training. For the Norwegian students, the observation practice played an important role in linking theory to practice:
From my very first observation, it became so very clear to me how important a positive teacher-pupil relationship is for the pupil’s learning outcomes. I had never realized so clearly before how pivotal this relationship is for pupil behavior. (N)
Thus, for the Norwegian students, observation served an important function of illustrating theoretical principles. The conscious act of linking the observed onto relevant academic literature also seemed to increase their learning outcomes. Moreover, students reported that observation encouraged them to seek out new literature and it enhanced their intrinsic motivation for further reading and learning:
Before the observation, I had an expectation that I would see situations in which the teacher accommodates for some of the special needs students by means of a supportive relationship. […] After the observation, I was more interested in another aspect, namely how the teacher had managed to create such an engagement in the classroom. That’s why I went to buy the book “Relational competence”. (N)
In the Finnish context, there were no such explicit reports of shadowing as a way of connecting theory with practice. However, students did highlight observation as a means of learning practical competencies that may not easily be trained or learned in a less practical classroom context:
Even if I didn’t adopt the way experienced people work, I still found a lot of tools and methods that can’t be taught in theory. (F)
There is a need for training in observing and providing feedback for teacher students
For observation and feedback to be a useful and efficient pedagogical tool, the observer needs a set of skills to feel competent at the task. For instance, the observer must be knowledgeable about the observational context, have an open mind, and at the same time be able to stay focused on the target for the observation. For feedback to be constructive, it should be balanced and brought in a manner that is sensitive towards the receiver. These requirements may be difficult to meet for untrained students in this regard.
While most of the Norwegian students reported that they experienced the observation and feedback conversation as something positive, several of them also highlighted the need for specific training on how to observe others:
Observation is something that you need to train on to know what you ought to be looking for and to get a hold of the interesting situations more easily. After this observation, I feel the need for more training on how to become a better observer. (N)
Some of the Norwegian students also expressed a desire to learn more about how they could provide feedback in a way that would not be experienced as criticism by their colleagues. Some described the feedback conversation as an opportunity to acknowledge colleagues as role models, and positive relationships with colleagues were considered as a steady ground for providing feedback:
Positive and safe relationships with colleagues make the feedback conversation both a socially pleasant and professional experience. (F)
Yet, others reported that they felt insecure when providing feedback and they would have appreciated more guidance on how to do this in a good way:
I found that providing feedback was a sensitive field to navigate in, with unspoken norms and feelings. I thought it was hard to provide constructive feedback, because our pedagogical ideals were not aligned, and I found that my colleague was not a very good listener. There was the potential of conflict, but diverging opinions could also be an asset. (N)
In Finland, where there is a long tradition of co-teaching, team teaching and shared learning environments, the special needs teacher students seemed more used to collaborating in dialogue with colleagues.
Based on our findings, it appeared that the Finnish students were already accustomed to being observed, reflecting in dialogue, giving feedback to peers and benefiting from the reflective discussions with the university tutor. Hence, they did not express the same need for instruction and guidelines for how to observe and provide feedback. At the same time, the Finnish students did not consider their own role as observers and feedback providers as an important factor in their own learning, which may indicate a need for more meta-communication with the students about the what and how of observing.
Observation creates a learning community of professionals
The special needs teacher students’ experiences indicate that observational practices during special education teacher training may be beneficial for students in their development of professional awareness, for the building of a school climate of ongoing professional development, and for the linking of theory and practice. Furthermore, students´ need for adequate training in observation and feedback skills was identified to optimize their own learning outcomes of observation practices.
These practices play a crucial role in several key areas, such as professional awareness development. Students benefit from observing real-world classroom scenarios, as this enhances their professional awareness. By witnessing teaching practices firsthand, they gain insight into effective strategies employed by educators and they develop a more comprehensive awareness of some of the challenges that educators may encounter in the classroom.
Another key point is the establishing of a climate of ongoing professional development, where observational experiences contribute to fostering a culture of continuous improvement within schools. When teachers engage in regular observations, they can refine their teaching methods and adapt to evolving educational needs. Lastly, bridging theory and practice, in other words linking theoretical knowledge and practical application is vital. Observation allows students to connect abstract concepts learned in the classroom with real-world teaching situations.
Our findings make for an interesting discussion point regarding students’ perceived learning outcomes and appreciation of the different observation strategies, especially since Finnish students could compare both practices. The observation and feedback provided by a tutor was valued higher than peer feedback amongst the Finnish students.
This may be understood in light of (Vygotsky 1979) “zone of proximal development” (ZPD) and the need for a “more knowledgeable other” to advance the students’ learning. A university tutor is usually more skilled and competent than peer students, and therefore, students may experience more professional growth through interaction with and feedback from the tutor than from a peer student.
However, Norwegian students who did not have the opportunity to be observed by university tutors did not seem to question the need for a more competent observer. This suggests that peer observation may strengthen students’ professional competence in different ways, presumably because observation practice creates a professional learning community (cf. Vescio, Ross & Adams 2008).
On the one hand, when students are invited to take part in a professional learning community with peers, this may help them develop a greater sense of self-efficacy, since they need to rely on their own judgment. On the other hand, when students experience a professional learning community through observation and feedback by university tutors, they may develop their professional competence because they may receive more specific feedback that they value higher than feedback from peers.
Despite these benefits from the various observation practices, some participants expressed discomfort about having to provide feedback to peers and colleagues. This highlights the need for supportive structures during peer-based observation.
Benefits and Challenges of the Norwegian and Finnish Models
The Norwegian and Finnish models of observation during special education teacher training offer distinct advantages and face unique challenges. Peer-based models, as discussed by O’Leary (2020), provide valuable insights. However, both systems must strengthen the connection between theory and practice. During our comparison of the Finnish and Norwegian way of educating special needs teachers, a fundamentally different approach towards the design and contents of our study program came to light. Whereas the Norwegian study program appears more teacher-driven and anchored in theory and research, the Finnish study program was described as more student-directed with an emphasis on students’ own practices.
The Norwegian and Finnish models of special education teacher training offer distinct benefits and face unique challenges. Both countries recognize the value of peer-based observation. In Finland, students engage in peer shadowing, fostering a collaborative learning environment. Peer feedback provides fresh perspectives and encourages reflective practice. Interaction with more experienced special needs teachers plays a pivotal role. Their mentorship benefits all professionals, akin to the “master-apprentice” method. Novice teachers appreciate their guidance and innovative ideas. Observational practices contribute significantly to the learning and competence development of special needs teacher students. Exposure to real-world teaching scenarios thus enhances their expertise and professional growth.
One of the biggest challenges for the implementation of observation strategies are the limitations in resources which lead to variation between institutions and countries. While Finnish university tutors observe students in their workplace, Norwegian students rely solely on peer observation. Addressing resource disparities is crucial, although, many of the possible observational practices are attainable with little resources when peer-based methods are used. Strengthening the connection between theoretical knowledge and practical application remains essential. Both systems must explore ways to bridge this gap effectively.
Conclusion
Observational practices are a cornerstone of special needs teacher education. To optimize their impact, we need to identify observation tools that benefit experienced students, deepen expertise through reflective competence, and make informed pedagogical choices based on cultural context and available resources.
Further research could scope both mapping the spectrum of different observational practices, and their bearings on learning. Special needs teacher students in both countries experienced the different observational practices implemented in the respective training programs as beneficial for their professional development. A deeper understanding of how this can be facilitated systematically in diverse educational systems asks for further comparative research.
In summary, diverse observational practices hold promise for enhancing special needs teacher students’ learning and expertise. Further exploration and development of peer-conducted observation methods can enrich teacher education programs in both countries.
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Cite this content: Garrels, V., Bask, S., Ribu, I. & Honkanen, E. 2025. Comparing observational practices and their learning outcomes for special needs teacher students in Finland and Norway. Pedagogi 1/2025.
