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EJ982063 - Exploring the Role of Lesson Observation in the English Education System: A Review of Methods, Models and Meanings

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ERIC #:	EJ982063
Title:	Exploring the Role of Lesson Observation in the English Education System: A Review of Methods, Models and Meanings
Authors:	O'Leary, Matt
Descriptors:	Foreign Countries; Observation; Classroom Environment; Role; Beginning Teachers; Teaching Models; Teacher Evaluation; Faculty Development; Classroom Observation Techniques; Teacher Effectiveness; Peer Evaluation; Evaluation Criteria; Experienced Teachers; Evidence; Higher Education; Adult Education
Source:	Professional Development in Education, v38 n5 p791-810 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	20
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	Lesson observation has a longstanding tradition in the assessment and development of new and experienced teachers in England. Over the last two decades it has progressively emerged as an important tool for measuring and improving professional practice in schools and colleges. This article reviews literature across the three education sectors (i.e. schools, further education and higher education) in order to compare and contrast the role of observation. In doing so it discusses the key themes and issues surrounding its use in each sector and identifies common and contrasting patterns. It argues that in schools and further education, observation has become increasingly associated with performance management systems; a dominant yet contested model has emerged that relies on a simplified rating scale to grade professional competence and performance, although the recent introduction of "lesson study" in schools appears to offer an alternative to such practice. In higher education, however, there is limited evidence of observation being linked to the summative assessment of staff, with preferred models being peer-directed and less prescribed, allowing lecturers greater autonomy and control over its use and the opportunity to explore its potential as a means of stimulating critical reflection and professional dialogue about practice among peers. (Contains 2 tables.)
Abstractor:	As Provided
Reference Count:	55

Note:	N/A
Identifiers:	England
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1941-5257
Audiences:	N/A
Languages:	English
Education Level:	Adult Education; Higher Education
Direct Link:	http://dx.doi.org/10.1080/19415257.2012.693119

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