Exploring approaches to teacher observation CONTEXT


Although in comparison to longer-term CPD programmes our summer PS teachers are ‘time poor’; in efforts to enhance development opportunities, aspects of the studies above can be found in our approach. We offer an observation cycle comprising pre- and post-observation discussions, a reflective element and a final report. Discussions focus on general pedagogic skills and aspects of teacher knowledge of both pedagogic content (Shulman, 1986) and EAP-specific content knowledge informed by the BALEAP TEAP CF (2008). The cycle, observation criteria and expectations are introduced in teacher and observer induction, with new observers benefiting from shadowing and annual standardisation for all observers. In response to the challenges of managing large numbers, providing variety in ways of developing and maintaining a formative focus, we have introduced a range of options from the traditional class observation by a team leader to peer observations in 2016, observation of one-to-one tutorials in 2017 and in 2018 ‘observations at a distance’, based on a recorded lesson. Each year, small numbers of teachers have taken up these new opportunities for observation, and yet each year when observations come around anecdotal evidence suggested responses are mixed. As we had not systematically evaluated how they are perceived, and the extent to which they are seen as effective in supporting development, this was the focus of this small-scale research project.


METHODOLOGY


The participants in the research comprise teaching staff on our summer pre-sessional


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courses. All deliver some part of the course, with some also taking on the role of team leader, which includes observer duties. Following ethical approval and familiarization with the project, 16 teachers in total agreed to and were available for 4 focus groups conducted after the course. In the first pair of focus groups, participants were asked to discuss the topics from their perspective as an observer (n=9), in the second, from the perspective as the ‘observee’ (n=7). Since we aimed to survey both year-round and summer-only staff, many of whom were by this point overseas, two of the focus groups were carried out online using the Zoom (2019) videoconferencing platform.


In order to explore participant views, a type of photo elicitation (Margolis & Pauwels, 2011) was used to stimulate discussion in focus groups (Menter, Elliot, Hulme, Lewin, & Lowden, 2011). Each group was presented with a set of visuals, including visuals of learning events (e.g., a bridge, a forest, a lesson) and participants were asked to select three each (the online groups were sent these in advance). One visual was to represent the observation cycle, one the observation event itself and one to represent the TEAP CF feedback (FB) form that is used. Groups then discussed each aspect. Each focus group was recorded, transcribed and anonymized and stored on a secure drive.


ANALYSIS AND RESULTS


Thematic analysis was employed to identify patterns in the transcripts (Clarke & Braun, 2013). In the first stage of analysis, two people coded one transcript in order to develop an initial set of 11 codes, which were then applied to the remaining


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