Critical reflections on formal teaching observations.

Abstract

Formal teaching observations not only have an essential role in the visibility of teaching and learning but also allow for constructive, critical feedback for improvement. In both nursing and teaching, there is an emphasis on the need for efficient, regular reflective practice; this not to identify negative aspects but to transform professional practice. This article provides a personal insight into formal teaching observations, and themes arising from them of motivation, the teacher's voice, the use of abbreviations and acronyms and the use of exemplars, using a critical reflective approach.