Sustained classroom observation: what does it reveal about changing teaching practices?

Tony Lawson

doi:10.1080/0309877x.2011.558891

Abstract

In the context of the tension between classroom observation as a form of empowerment and as an instrument of control, the partnership between three 16–19 colleges and a university School of Education in delivering a programme of sustained observation over eight years is explicated. Drawing on the literature about continuing professional development (CPD) and the use of classroom observation as a developmental and inspection tool, the principles and processes that underpin the programme are explained. Content analysis of 924 reports of classroom observations is undertaken to establish two areas where changes in practice can be relatively easily achieved and two areas that are more resistant.

Highlights

Classroom observation has been a key technique in training pre-service and in-service teachers and in inspecting and making judgements about classroom performance
This paper explores a more sustained approach to classroom observation carried out over the past eight years by a partnership between three 16-19 educational institutions and a University School of Education and establishes its impact upon changing the behaviour of frontline teachers
Kennedy (2007) highlighted the central contradiction in the concept of professionalism as it applied to teachers, which is that the idea of professionalism can be ‘used to empower or to control teachers’ (Kennedy 2007, 96)

Summary

Introduction

Classroom observation has been a key technique in training pre-service and in-service teachers and in inspecting and making judgements about classroom performance. Specific points for action that focused on these targets obviously varied according to the session seen and which aspect of practice they were being connected to, but examples were (2003-2004): ‘Phrase learning outcomes in terms of what students will have achieved at the end of the session.

Results

Conclusion