Evaluation: Deconstruction
A key technique that effective mentors adopt when enabling trainee teachers to analyse and intepret their training experiences is that of 'deconstruction'; breaking down the 'whole' into its contibutory elements. This is then followed-up through discussion on the part of the trainees so that they develop an understanding of the strategic purpose of what they have observed or have been encouraged to try out. An example of the richness of this approach is where trainees observe different museum educators undertaking a session of similar content. In the first instance, each trainee and their observed educator discuss what has just taken place with the trainee being encouraged to analyse each stage of the teaching sequence.
The second phase of the process comes later in the day (or later) when the trainees come together with the co-ordinating museum educator to consider learning outcomes from the specific observed sessions at a broader and more generic level. Evidence of the value of the deconstruction process as part of the trainees' peer and self-evaluation was not drawn from one or two specific questions but emerged as the semi-structured interviews proceeded. The video clips give a brief snapshot of how the trainee teachers responded to this process.
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A transcript for the video clips can be found at: Deconstruction Transcript.pdf