Terry Pearson began his teaching career as a vocational lecturer in 1985. Since then he has held senior positions in further and higher education with responsibilities for staff development, teacher education and quality enhancement. He is a member of the Chartered Institute of Personnel and Development.


Institutional setting


Resources • For more resources for teaching with these strategies, and resources for your students, visit the following page goo.gl/adjKdZ


• The following video provides a synthesis of the strategies presented here for students’ independent learning goo.gl/zDKoby


• Show older students this video to encourage implementing spacing on their own goo.gl/zHNDr3


• For examples of how to use elaborative interrogation, see this blog goo.gl/WmMqNe


• Dual coding has its limitations, as outlined in this blog goo.gl/UesTCi


• For more information on retrieval practice, see this blog goo.gl/NdNziH


• For more information on concept maps read the following blog goo.gl/TZcmQE


References • Pashler, H., Bain, P. M., Bottge, B. A., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. NCER 2007-2004. National Center for Education Research.


• Benjamin, A. S., & Tullis, J. (2010). What makes distributed practice effective? Cognitive Psychology, 61, 228-247.


• Patel, R., Liu, R., & Koedinger, K. (2016). When to block versus interleave practice? Evidence against teaching fraction addition before fraction multiplication. In Proceedings of the 38th Annual Meeting of the Cognitive Science Society, Philadelphia, PA.


• McDaniel, M. A., & Donnelly, C. M (1996). Learning with analogy and elaborative interrogation. Journal of Educational Psychology, 88, 508-519.


• Paivio, A., Walsh, M., & Bons, T. (1994). Concreteness effects on memory: When and why? Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1196-1204.


• Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119.


• Meyer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 4, 444-452.


• Gates, A. I. (1917). Recitation as a factor in memorizing. New York: The Science Press.


• Smith, M. A., Roediger, H. L., & Karpicke, J. D. (2013). Covert retrieval practice benefits retention as much as overt retrieval practice. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1712-1725.


• Smith, M. A., Blunt, J. R., Whifften, J. W., & Karpicke, J. D. (2016). Does providing prompts during retrieval practice improve learning? Applied Cognitive Psychology, 30, 784-802.


Using lesson observations to promote teacher self-efficacy


By Terry Pearson


Could a shift in thinking lead to deeper and better understanding of how lesson observation can help teachers grow professionally?


This article summarises the beginnings of a search to find answers to important questions like these and examines the complex relationship between lesson observation and the concept of teacher self-efficacy. Self-efficacy has been described as a teacher’s belief in their “capability to organise and execute courses of action required to successfully accomplish a specific teaching task in a particular context” (Tschannen-Moran et. al. 1998). My experience as a critical reviewer in the largest and most extensive study to date of lesson observations in England’s further education colleges (O’Leary, 2013), has helped me frame a detailed understanding of teacher self-efficacy, gained from international perspectives (Kleinsasser, 2014), and the work of the OECD (2014). Outcomes from a review of literature on teacher self-efficacy were shared at two seminars for practitioners in learning and skills. Feedback led to the development of a framework (see diagram above) for considering how lesson observations may be used to generate information to promote teacher self-efficacy. The framework is a tool to stimulate thinking and to encourage the consideration


of how lesson observation may be used more expansively to support teacher professional learning through the development of their sense of self-efficacy. The framework can be used at an


organisational level, and at relevant group or team levels, as well as by individual teachers. It has been designed to encourage teachers and leaders to think openly and deeply about how lesson observations can help teachers gain insights into the hopes, needs, feelings, and beliefs that inspire them to teach in the ways that they do. Research into the major questions posed by this dynamic continues and the author is looking for partners interested in adopting an evidence-informed approach to testing the framework. More detail about the


development and implementation of the framework is described in a chapter available in: Reclaiming Lesson Observation: Supporting excellence in teacher learning. O’Leary, M. ed., Routledge. 2016.


References • Fairbanks, C., Duffy, G. G., Faircloth, B., He, Y., Levin, B. B., Rohr, J., & Stein, C. (2010). Beyond knowledge: Exploring why some teachers are more thoughtfully adaptive than others. Journal of Teacher Education, 61, January, 161-171.


• Kleinsasser, R.C., (2014) Teacher efficacy in teaching and teacher education. Teaching and Teacher Education, 44, 168-179.


• OECD (2014), “Teacher Self-Efficacy and Job Satisfaction: Why They Matter”, in TALIS 2013 Results: An International Perspective on Teaching and Learning. OECD Publishing, Paris. goo.gl/w1JT8i


• O’Leary, M. (2013) Developing a National Framework for the Effective Use of Lesson Observation in Further Education. UCU.


• Tschannen-Moran, M., Woolfolk Hoy, A., Hoy, W. K. (1998) Teacher efficacy: Its meaning and Measure. Review of Educational Research, 68(2), 202-248


• Acknowledgement for diagram above. Taken from: Using lesson observations to promote teacher self-efficacy, Pearson, T. In Reclaiming Lesson Observation: Supporting excellence in teacher learning, O’Leary, M. ed. Copyright © 2016 Routledge. Reproduced by permission of Taylor and Francis Books UK.


INTUITION RESEARCH • SPRING 2017 7


Teacher watching self teach - performance accomplishments


Physiological states


Teacher being watched by another -


verbal persuasion


vicarious experience


Teacher watching others teach -


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