NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ949497
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-0261-9768
Classroom Observation: Desirable Conditions Established by Teachers
Lasagabaster, David; Sierra, Juan Manuel
European Journal of Teacher Education, v34 n4 p449-463 2011
Teacher observation is regarded as an essential procedure in the teacher training process. However, the vast majority of observation experiences have a top-down approach, as they are usually established by experts such as university teaching staff or school inspectors working for the administration. With a bottom-up approach in mind, this paper examines the attitudes of a wide range of teachers towards observation by focusing the analysis on three classes of attitudinal components: the cognitive, the affective, and the conative components. 185 infant, junior, secondary, university, and private language school teachers completed a questionnaire concerning the role of observation in the language classroom. The main result is a decalogue of prerequisites, a how-to handbook for successful classroom observation, compiled by teachers themselves. (Contains 3 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A