Learning how to become a teacher researcher: Using rubrics to support evidence-informed, research-based practice

Developing the teacher as a reflective practitioner has become a core facet of Irish teacher education, but large gap exists between theory and practice. Research illustrates the positive value of rubrics in terms of student self-reflection and self-regulation. However, few studies explore the use of assessment rubrics within the broad context of the supervisory relationship. Drawing on Drytons extended supervisory working alliance the authors explored how rubrics can foster student-supervisor relationships during the research process. This study adopted a collaborative autoethnographic (CAE) methodology which enabled the researchers to authentically capture the student and faculty perspectives. It was found that rubrics provided transparency, identified expectations and a language for students to express and interrogate their work. They provided a metadialogue to enable students to take ownership of the feedback process questioning and initiating discussion with the supervisor. This supported the bonding process, shaping conversations and providing the student with context for the feedback.