• Home

• About the resources

• Mentoring

• ILPs

• Teaching observation

• In your organisation:

• Introduction
• Why are we looking at
  teaching observation?

• ALI, Ofsted and others on teaching observation

• What are the key features of
  effective practice?
• What models?
• Examples of effective schemes
• Understanding the issues

• Models
• Resources
• Teaching observation centres

• Models

• Pilot centres

 

 

Teaching observation in your organisation

Why are we looking at teaching observation?

 

The observation of trainee teachers by experienced tutors and mentors has always been a key part of Certificate in Education/PGCE programmes in the post-compulsory sector. Now, however, the new Lifelong Learning UK (LLUK) standards will require a minimum of nine observations by tutors, subject specialists and mentors. There is limited research available on the efficacy of the observation of initial teacher trainees. However, the following points have emerged from recent research:

 

Perceived values

 

• The observation of practice followed by high-quality critical feedback, designed to aid reflection on practice, is seen by trainees as a valuable component of initial teacher training (Harkin, Hiller and Clow, 2003). [Ref]Harkin, J. Hillier, Y. and Clow, R. (2003) Recollected in Tranquillity? London: LSDA

 

• Teaching observations are increasingly important given the current emphasis on the learning experiences of students and not just in terms of the techniques of teaching (Ewans, 2001). [Ref]Ewans, D. (2001) Observation of Teaching and Learning: Strategies for Improvement, London: AOC

 

Concerns

 

• A single observed lesson will not give a full account of normal classroom practice, nor of teachers’ abilities and professionalism (Gabrielatos, 2004). [Ref]  Gabrielatos, C. (2004) Discerning Reality: Lesson observation as research, IATEFL SIG Newsletter, November, 5-8

 

• Observations have a psychological effect on teachers and can influence the way in which they prepare for the lesson, and behave in it (Gabrielatos, 2004).[Ref]Gabrielatos, C. (2004) Discerning Reality: Lesson observation as research, IATEFL SIG Newsletter, November, 5-8

 

• In FE colleges, observations can be evaluative and judgemental. It is a practice that generates strong reactions from teachers and trainers, ranging from very positive to very negative (Cockburn, 2005).  [Ref]Cockburn, J. (2005) Perspectives and Politics of Classroom Observation, Research in Post-Compulsory Education, Volume 10, No 3, 373-388

 

• The reaction is more negative when the person being observed sees the exercise as part of a quality assurance exercise rather than as professional development and continuing educational enquiry (Cockburn, 2005). [Ref]Cockburn, J. (2005) Perspectives and Politics of Classroom Observation, Research in Post-Compulsory Education, Volume 10, No 3, 373-388

 

It is probably true to say that all aspects of an observation have to be viewed through the filter of the social and educational contexts in which the observed teacher operates, including the attitudes to teaching and learning of both parties in the observation.