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transcripts with minor additions. These codes were then grouped into five themes: expectations, pressures/constraints, emotion, development opportunities and communication (codes and themes are presented in Appendix 1). None of the codes or themes was specific to one of the three areas alone (i.e., the cycle, the observation itself, or the TEAP CF FB form), arising in discussions of at least two areas. For example, the theme of expectations was discussed in terms of familiarity with the cycle, the feedback form, and with the actual observation itself. Since the majority of responses concerned the cycle and the observation, this will be the focus here. In relation to the overall cycle, clarity of expectations led to more positive engagement with the process and the experience. This included knowing what to expect and do, standardisation of observers, and familiarity and understanding of the TEAP FB form, all covered in induction. Familiarisation and clarity of expectations is also recommended by Kavanagh and Robinson (2011). However, the theme pressure/constraints also quickly emerged in all the focus groups. The time frame to complete all the components from the pre-lesson meeting to the final report was a challenge for observers and observees and a factor limiting positive engagement. Perhaps unsurprisingly given the potentially face-threatening act of observations, emotion emerged as a prominent theme. Although we aim for a developmental focus, concerns with how teachers would be perceived are reflected in comments about judgement and vulnerability (1 & 2). Comment (3) highlights the tension of combining QA, with the imposition of an observation, but with some sense that observations can be useful (QE).
Carole MacDiarmid
(1) I mean, ultimately, you’re always in a position of being judged and no matter how confident you are, no matter how experienced you are, as a teacher …
(2) … it was quite an insight for me to see how people that have been there for several years still worry about being observed (O)).
(3) … (LP) it’s something I quite resent doing to be honest it’s just like I kind of think it’s a valuable exercise to be observed …
For some, the regular face-to-face observation was a positive developmental experience (4) and the recorded lessons less stressful (5). (4) And I felt a sense of freedom, you know, to perform and experiment and enjoy the whole thing. And I thought it was a positive experience.
(5) I found it less intrusive than having an observer there … and they were much more relaxed than if the observer was there. And I found the same thing … that was an advantage of the Swivl [device for recording lessons], actually, yeah, you know, I did watch it.
The final two themes that emerged were
named development opportunities and communication. These were closely related. The developmental aspect was commented upon in relation to time to stop and think and reflect on teaching and learning and an opportunity to receive feedback that could then be a focus for developing skills (6 & 7; both reporting on face-to-face observation). (6) When you’re being observed, you do actually have to go through that process: prepare, present, reflect that, that happens in observation. And it’s very, very useful, but an everyday teaching, I don’t go through that process.
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