Exploring Approaches to Teacher Observation on an Intensive EAP Pre-Sessional Course

MacDiarmid, C. (2021) Exploring Approaches to Teacher Observation on an Intensive EAP Pre-Sessional Course. In: BALEAP Conference: Innovation, Exploration and Transformation, University of Leeds, 12-14th April 2019, (In Press)

Abstract

This paper presents findings of an investigation into innovations we have made in approaching teacher observations. Observations are a common form of providing feedback on teaching either as part of performance evaluation or as a tool for continuing professional development (e.g., Gaudin et al., 2015; Gore et al., 2015; Gunn, 2011; Hockly, 2018). On our intensive summer pre-sessional courses, we offer an observation cycle comprising pre and post observation discussions, a reflective element and an agreed report. All are informed by the BALEAP (2008) Teaching English for Academic Purposes Competency Framework (TEAP CF) focusing on skills and aspects of teacher knowledge, including both content and pedagogic content (Shulman, 1986). While we foreground the developmental, quality enhancement aspect of observations, as a BALEAP accredited institution we also observe teachers for quality assurance purposes. Required observations bring with them a number of issues. For example, some teachers see observations as intrusive, anxiety raising, and for teachers returning each summer a repetitive chore. Practically, observing large numbers of teachers in a short time frame (typically 10 weeks) is a challenge to manage. In response to these challenges, we have developed a range of options from the traditional class observation by a team leader to peer-observations (2016), observation of 1 to 1 tutorials (2017) and in 2018 observations ‘at a distance’, with feedback based on a recorded lesson. Although we innovated in type and to an extent approach, we had few systematically gathered insights into how the participants view the observation cycle, the different alternatives offered, or the extent to which the TEAP CF framework is seen as an aid to development. This paper reports on a small scholarship project that explored participant views of these issues via two sets of focus groups, one concentrating on the role of the observee, the other the observer. Photo elicitation was used (including visuals of learning events) to stimulate discussion along with additional prompts (see e.g. Chapter 6 in Merriam et al., 2016 and Margolis and Pauwels, 2011). The discussions are analysed for emerging themes (Vaismoradi et al. 2013). Of particular interest in our context are the opportunities and challenges afforded the ‘observations at a distance', the most recent alternative offered. This paper may be of use to any teachers/observers wishing to explore ways to observe and reflect on lessons.

• Item Type: Conference Proceedings
• Keywords: EAP, observations, teacher development.
• Status: In Press
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: MacDiarmid, Dr Carole
• Authors: MacDiarmid, C.
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education > LB2300 Higher Education
• College/School: College of Arts & Humanities > School of Modern Languages and Cultures > Language Centre
• Copyright Holders: Copyright © 2019 The Author
• Publisher Policy: Reproduced with the permission of the Author