NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1170242
Record Type: Journal
Publication Date: 2018-Feb
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1874-8597
Resistance to Classroom Observation in the Context of Teacher Evaluation: Teachers' and Department Heads' Experiences and Perspectives
de Lima, Jorge Ávila; Silva, Maria João Tavares
Educational Assessment, Evaluation and Accountability, v30 n1 p7-26 Feb 2018
This paper reports the main findings of a study that sought to understand how teachers and department heads perceived and experienced the implementation of a classroom observation system in a teacher evaluation context. The data was collected through a teacher and department head survey and interviews with department heads who were responsible for classroom observation. The findings show that respondents regarded classroom observation as an inadequate teacher evaluation instrument. It was also viewed as one of the features of the teacher evaluation system that least contributed to the teachers' professional development. Department heads felt torn between their intermediate management role as teacher observers and their professional role as teacher peers. Cultural norms of individual professional autonomy that regulated relations among colleagues prevented department heads from using information, gathered through classroom observation, to nourish in-depth professional discussions about concrete educational practices.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A