An investigation into the observation of in-service EFL teachers by teacher educators: towards a developmental and non-judgemental model of observation

Richards, Lewis David (2013) An investigation into the observation of in-service EFL teachers by teacher educators: towards a developmental and non-judgemental model of observation. MA dissertation, University of Portsmouth.

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    Abstract

    This dissertation looks at the observation of in-service EFL teachers by teacher educators. It starts by examining the aims of observation, and considers the concepts of training and development, and their relation to different types of observation. Following a review of the relevant literature on teacher observation, a developmental model of observation is put forward and justified by the author.
    In terms of the procedures to be followed in the author’s model of observation, the observation process is conceived of as having three stages: a pre-observation conference, in which the focus of the observer is discussed by the observer and the teacher, the in-class observation itself, and a post-observation conference, where the lesson is discussed. The model follows a non-judgemental and developmental approach, in which the observer does not give opinions or judgements about the lesson, but stimulates reflection and discussion on the part of the teacher in the post-observation conference.
    The methodology of the recording of the lesson by the observer involved two distinct methods: recording of data using SCORE charts, and written ethnographic records of the events of the lesson. Discussion of these events was stimulated by the observer formulating questions about the stages of the lesson. These questions attempted to be as neutral and non-judgemental as possible.
    Research was undertaken with five in-service EFL teachers in a private language school. The teachers were selected to represent a spectrum of teaching experience, ranging from a newly-qualified teacher, to one with over two decades of experience. The research attempted to investigate the response of these teachers to the author’s model of non-judgemental observation. Interviews with the participants were then undertaken, in order to discover how they viewed the process.
    The findings were that the teachers generally preferred this model of observation to more supervisory approaches to observation, but felt that there was not enough input or suggestions provided by the observer. As a result, the model was adapted to incorporate a greater level of input into the process by the observer.

    Item Type: Dissertation
    Departments/Research Groups: Faculty of Humanities and Social Sciences > School of Languages and Area Studies
    Depositing User: Jane Polwin
    Date Deposited: 18 Feb 2016 15:12
    Last Modified: 18 Feb 2016 15:12
    URI: http://eprints.port.ac.uk/id/eprint/19811

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