I’ve been thinking about observation of teaching for a workshop I’m preparing for the BALEAP Teacher Education Special Interest Group (TEdSIG). Observation certainly seems to engender mixed feelings amongst teachers (Wang & Seth, 1998; Jay, 2017)). In an earlier blog post on observation, I explained that although observation of teaching was mandatory at my institution for BALEAP accreditation, I was concerned to emphasize the developmental nature of observations. I thought this might make the experience less stressful for new teachers and more rewarding for returning teachers. We set up a variety of types of observation: short buzz or walk though observations and peer observations. In 2020, with all classes online, we were able to conduct asynchronous observation through recordings of online lessons. Although this form of observation could have mitigated some negative feelings, most teachers were aware that a particular lesson would be observed at some point. Their reactions were consistent with reports in the literature (Wang & Seth, 1998; Jay, 2017)
- T 3: I had no inkling the lesson would be observed […] I am glad of the opportunity to be seen as I really am without any pretence. For better or worse!
- T 16: I was aware that this lesson would be listened to by others and that always makes me slightly uncomfortable!
- T 20: I think I panicked about being observed and the students for some reason chose that day to be particularly unresponsive and I ended up reading the slides.