ERIC Number: ED467734
Record Type: RIE
Publication Date: 2002-Jul
Issues and Concerns about Classroom Observation: Teachers' Perspectives.
Wang, Wendy; Day, Cathy
This study investigated 16 K-12 English-as-a-Second-Language (ESL) teachers' experiences being observed at different stages of their teaching careers. Participants included classroom teachers seeking ESL endorsement in a graduate certificate Teachers of English to Speakers of Other Languages (TESOL) program and master's level TESOL graduates. Participants responded to written surveys in which they described their experiences being observed in various teaching contexts. They then analyzed their experiences by responding to specific questions related to their own accounts. Data analysis revealed both subjective and procedural problems in classroom observation practices. These problems created numerous tensions between teachers and supervisors and put teachers in the role of passive performers being developed by someone else whose job it was to provide assessment and answers. None of the teachers were invited to make their pedagogical intentions accessible before the observation. A few teachers reported having had post-observation conferences with their principal/supervisor to discuss the observed lesson, although the feedback they received was too brief and vague. Results suggest that there is a missing link between teacher observation and promotion of teacher learning and professional growth, and this relates to lack of responsiveness to the basic needs of teachers. (Contains 16 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (TESOL) (35th, St. Louis, MO, February 27-March 3, 2001).